Pre-K Now - Parent Engagement

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This document discusses effective family engagement in early childhood education programs. It defines family engagement as an ongoing, reciprocal partnership between families and early education programs that enhances child and family well-being. It identifies six key factors of effective family engagement, including encouraging family participation in decision making, two-way communication, collaborating to exchange knowledge, supporting at-home learning, valuing learning at home, and ensuring teacher training. The project aims to bring attention to the importance of family engagement, identify best practices, and advance state policies to increase engagement in state-funded pre-K programs.

Education

A project of: Pre-K Now, Pew Center on the States

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Early childhood development and education has been a major topic of discussion and planning at all levels—federal, state, and local communities — not only because of the widespread recognition of the research base on the importance of early development to long-term schooling success, but as a critical national investment strategy for the future of the nation in the 21st Century global economy. Source: https://ebookschoice.com/leadership-advocacy-for-early-childhood-education/

Engagement policies-in-action

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© 2018. National Association for the Education of Young Children. All rights reserved. NAEYC Early Learning Program Standards 1. Relationships Program Standard: The program promotes positive relationships between all children and adults to encourage each child’s sense of individual worth and belonging as part of a community and to foster each child’s ability to contribute as a responsible community member. Rationale: Positive relationships between adults and children are essential for the development of children’s sense of personal responsibility and for fostering their capacity for self-regulation, their constructive interactions with others, and their academic functioning and mastery. Warm, sensitive, and responsive interactions with adults help children develop a secure, positive sense of self and encourage them to respect and cooperate with others. Positive relationships with adults help children gain the benefits of instructional experiences and resources. Children who see themselves as highly valued are more likely to feel secure, thrive physically, get along with others, learn well, and feel part of a community. 2. Curriculum Program Standard: The program implements a curriculum that is consistent with its goals for children and that promotes learning and development in each of the following areas: social, emotional, physical, language, and cognitive. Rationale: A curriculum that draws on research assists teachers in identifying important concepts and skills as well as effective methods for fostering children’s learning and development. When informed by teachers’ knowledge of individual children, a well-articulated curriculum guides teachers so they can plan learning experiences that promote children’s growth across a broad range of developmental and content areas. A curriculum also helps ensure that the teacher is intentional in planning a daily schedule that (a) maximizes children’s acquisition of desired knowledge and skills through the effective use of time and materials and (b) offers opportunities for children to learn through play and through structured activities, individually and in groups, according to their developmental needs and interests. 3. Teaching Program Standard: The program uses a variety of developmentally, culturally, and linguistically appropriate and effective teaching approaches that enhance each child’s learning and development in the context of the program’s curriculum goals. Rationale: Teaching staff who purposefully use multiple instructional approaches optimize children’s opportunities for learning. These approaches include strategies that range from structured to unstructured and from adult directed to child directed. Children bring to learning environments different backgrounds, interests, experiences, learning styles, needs, and capacities. When selecting and implementing instructional approaches, teachers’ consideration of these ...

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Issuing Warnings Write a paper that identifies a disaster and discuss the various warning systems that could be used to notify the public and provide instructions. Identify the strengths and weaknesses of each type of warning system. Your well-written paper should be 3-4 pages in length and formatted Collaborating With Families 8 David Young-Wolff/Photographer’s Choice/Getty Images Pre-Test 1. Once the enrollment process is complete, communication between administrators and families takes place only if there is a problem or an emergency. T/F 2. Families may initially learn about a program through a website, but need to visit the program in person to make a decision about whether to enroll. T/F 3. Administrators should let the teachers handle all communication between school and family, including the administrator in a conversation only if there is a serious problem. T/F 4. Family support services, such as referrals to a food pantry, should be offered at every parent meeting. T/F 5. The specific words early childhood professionals use to talk with families are not important as long as they are spoken with warmth and kindness. T/F Answers can be found at the end of the chapter. Learning Objectives After reading this chapter, you should be able to: 1. Explain how collaboration with families benefits children, families, and programs. 2. Identify strategies for successful collaboration with families, and explain the administrator’s role in implementing the strategies. 3. Summarize the ways programs communicate with families during the enrollment process, and explain how these experiences influence the quality of the relationships that follow after the child is enrolled. 4. List strategies for ongoing communication with currently enrolled families, both informal and formal. 5. Compare and contrast three models of parent participation: parent education, family support, and parent involvement. 6. Explain the importance of staff training on the topic of working with families, and summarize the administrator’s role in supporting professional development in this area. 7. Describe the unique challenges and stresses that parents of children with special needs face, and describe the administrator’s role in ensuring that staff members develop collaborative relationships with this group of families. 8. Identify actions administrators can take to connect families to the community at large. © 2019 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution. CHAPTER 8Section 8.1 Why Working With Families Is So Important It’s parent meeting night at the YMCA child care center. Since starting in the director job, Lindsay has continued the system put in place by the former director: On the first Wednesday of each month families are invited to stay at the center for a potluck dinner followed by a parent meeting. While the parents meet, the children are entertained with an art project or mov ...

CHAPTER 12Working with Families and CommunitiesNAEYC Administr.docx

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CHAPTER 12 Working with Families and Communities NAEYC Administrator Competencies Addressed in This Chapter: Management Knowledge and Skills 6. Family Support · Knowledge and application of family systems and different parenting styles · The ability to implement program practices that support families of diverse cultural, ethnic, linguistic, and socio-economic backgrounds · The ability to support families as valued partners in the educational process 3. Staff Management and Human Relations · The ability to relate to staff and board members of diverse racial, cultural, and ethnic backgrounds 7. Marketing and Public Relations · The ability to promote linkages with local schools 9. Oral and Written Communication · Knowledge of oral communication techniques, including establishing rapport, preparing the environment, active listening, and voicecontrol · The ability to communicate ideas effectively in a formal presentation Early Childhood Knowledge and Skills 6. Family and Community Relationships · Knowledge of the diversity of family systems, traditional, non-traditional and alternative family structures, family life styles, and thedynamics of family life on the development of young children · Knowledge of socio-cultural factors influencing contemporary families including the impact of language, religion, poverty, race,technology, and the media · Knowledge of different community resources, assistance, and support available to children and families · Knowledge of different strategies to promote reciprocal partnerships between home and center · Ability to communicate effectively with parents through written and oral communication · Ability to demonstrate awareness and appreciation of different cultural and familial practices and customs · Knowledge of child rearing patterns in other countries 10. Professionalism · Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment” Learning Outcomes After studying this chapter, you will be able to: 1. Explain three approaches that programs of early care and education might take to working with families. 2. Identify some of the benefits enjoyed by children, families, and programs when families are engaged with the programs serving theiryoung children. 3. Describe some effective strategies for building trusting relationships with all families. 4. Identify the stakeholder groups and the kinds of expertise that should be represented on programs’ advisory committees and boardsof directors. Grace’s Experience The program that Grace directs has been an important part of the neighborhood for more than 20 years. She knows she is benefiting from thegoodwill it has earned over the years. It is respected because of its tradition of high-quality outreach projects, such as the sing-along the childrenpresent at the senior center in the spring. The program’s tradition of community involvement has meant that local businesses have always beenwilling to help out when asked fo ...

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53 Part Two This section presents two sets of guid.docx

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53 Part Tw o This section presents two sets of guidelines: one for administering programs and one for facilitating early learning and development. Chapter 5, “Guidelines for Operating Infant/ Toddler Programs,” applies to the entire program, providing relationship-based care and orga- nizing the early care and education environment. The guidelines in Chapter 5 provide a sound basis for high-quality care and education. Addressing all policies and practices in Chapter 5 is necessary for effectively implementing the guidelines in Chapter 6. The second set of guidelines, Chapter 6, “Guidelines for Facilitating Learning and Development with Infants and Toddlers,” focuses on particular domains or areas of infant/toddler development and also describes a curriculum process for infant care teachers. Each guideline includes a rationale and suggested practices to help programs and teachers to attain the guideline. Every infant/toddler center and family child care home will have unique ways of achieving guidelines. The practices provide a starting place to help programs find ways to work toward each guideline. They are presented in categories so that recommendations on specific topics can be easily found. Many program leaders will recognize practices that they already have in place to provide high-quality care for infants and toddlers. Teachers and program leaders will be able to go beyond these recommendations as they use this publication to guide program improvement. The guidelines set forth in this publication relate to the California Department of Education’s (CDE’s) Desired Results system. Many guidelines in chapters 5 and 6 contribute to the attainment of all six of the CDE’s Desired Results. Some guidelines, particularly those in Chapter 6, focus only on learning and development Desired Results. Additional detailed information on these con- nections appears in the chart in Appendix C, which maps the links between guidelines and the Desired Results Developmental Profile-Revised. All the guidelines together are intended to guide practitioners in the field toward continu- ous quality improvement that will support the complementary goals of high-quality care and the Desired Results system. Part Two: The Guidelines 54 55 “The . . . environment must be a space that welcomes the individual and the group, the action and the reflection. . . . [A]n infant toddler center is first of all a relational system where the children and the adults not only are formally initiated into an organization, a form of our culture, but also have the possibility to create culture. The creative act is much more possible when educational creativity involves not only the children, not only the teachers, but also the parents and the entire society around the children.” —C. Rinaldi, Bambini: The Italian Approach to Infant/Toddler Care Chapter 5 Guidelines for Operating Infant/Toddler Programs C h a p t er 5 ...

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8.1 Why Working With Families Is So ImportantBuilding supportive.docx

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8.1 Why Working With Families Is So Important Building supportive and collaborative relationships with families is one of the most important priorities in early childhood education. Trust between home and school is built over time, starting with the very first phone call or visit to the program. Positive relationships between program staff and family members are supported in small ways, such as the friendly tone of voice a teacher uses at pickup time, or in big ways, such as the welcoming policies described in the family handbook. Benefits to Children Just as infants and young children must learn how to trust others in order to learn and grow, an early childhood program must earn a family's trust before the child can fully participate in what the program has to offer. Children benefit when families and teachers communicate and work closely together, forming trusting relationships and sharing expectations and ideas (Barbour, 2007). Strong parent-school relationships create positive outcomes for children both cognitively and emotionally (Callender & Hansen, n.d.). For example, studies of Head Start children reveal a positive correlation between parent involvement and children's academic growth in the areas of vocabulary, literacy, and mathematics (Wen, Bulotsky-Shearer, Hahs-Vaughn, & Korfmacher, 2012). Other studies indicate that parental involvement in school improves children's behavior and self-esteem, and it also decreases the chances children will be referred for special education services (Callender & Hansen, n.d.; Henrich & Blackman-Jones, 2006; Pena, 2000). Benefits to Families Parents and other family members, such as grandparents, also benefit from family involvement in early childhood programs. The staff members of the early childhood programs, including administrators, teachers, and caregivers, serve as role models for parents, demonstrating nurturing and learning relationships and interactions. Parents who spend time in their children's early childhood classrooms learn strategies for supporting children's learning that they can use in their own interactions with their children (Keyser, 2006). Benefits to the Program For the early childhood administrator, building a strong collaborative partnership with families is good for business. Whether your organization is nonprofit or for-profit, your program's success and reputation are built on the positive word of mouth generated by happy families. From marketing to fee collection, strong collaborative relationships with families will help make every part of the administrator's job easier and more productive. Parent involvement also helps inform and enhance the work of teachers and administrators. When parents and teachers communicate frequently, teachers learn more about the traditions, values, and culture of the families, and can use this information to shape the curriculum and activities (Gonzales-Mena, 2008). For administrators, parent involvement can sometimes help the program .

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