Family School Community

Family

100

What makes a family?

A family unit is one or more persons that is a recognized member by birth or by relationship.

200

Identify some factors that influence how a family functions.

marital status, partners, financial status, legal status, values, beliefs, religious practices, place of residence, place of origin, current social situation

300

What do children need to develop and learn?

nurturing relationships, to be safe and feel safe, rules and regulations, structure, limitations, expectations, stability, supportive families, communities, and teachers & caregivers, developmentally appropriate experiences

400

Parenthood is an emotional experience. What are the emotional experiences of parents?

permanency - no turning back, restriction, isolation, and fatigue, conflict with parenting images, traditions, and myths, guilt, satisfaction, uncertainty, real concern and care

500

What makes a good parent? What parenting skills support the child's development and learning?

Making the child feel important and loves, responding to the child's cues and clues, accepting the child for who he or she is while expecting growth, promoting strong values, using constructive discipline and guidance, providing routines and rituals for predictability, being involved in the child's learning, being there - being present

School

100

Identify way in which schools can communication with families.

1. daily conversations 2. electronic communication 3. phone calls 4. personal notes 5. bulletin boards 6. daily news flash 7. newsletters 8. traveling backpacks, home-school activities 9. Classroom displays 10. Suggestion boxes

200

What are some ways to involve families to be active in their child's development and learning?

visiting the classroom, volunteering in the early childhood program, conference with families, encourage involvement in events and activities at the school, work on learning at home, provide for home activities, . . .

300

How can you identify what type of event will meet the interests and needs of the families?

Ask them, survey the families.

400

What are some barriers that could keep teachers and early childhood programs from developing a relationship with families?

Lack of time, diverse interests, lack of understanding, lack of communication, lack of providing opportunity, personal conflicts, prior experiences, high level of stress, other responsibilities, . . .

500

Why is it important for early childhood teachers and programs to provide family/parent education?

1. give parents new knowledge and understanding of child development and learning 2. support parenting roles 3. support for marital roles 4. support for self-awareness and personal growth 5. support adult roles and relationships within the community 6. provide opportunities to question parental practices and ways of thinking 7. help develop new methods and stronger relationships with children 8. understanding of family roles and responsibilities toward their children’s development and learning

Community

100

What are some trends in today's families?

Fewer couples getting married, more couples breaking up, families are getting smaller, children experience more transition, adults generally satisfied with life, family violence is under-reported, multiple-earner families, women still do most of the juggling to balance work and family, inequality is worsening, more aging families

200

Why do families need to know about resources in the community?

To help diminish the hardship so adults can focus on the nurturing needs, emotional supports, development , and learning for their child(ren).

300

List some community resources you can share with parents.

medical care, food pantries, shelter, sick care for children, activities and events for children and families in the community, financial support, counseling services, legal services, elementary schools, community centers, places of worship, playgrounds, public libraries, after school care, . .

400

How do teachers keep in touch with what is available in the community for families?

read, listen, observe, search

500

What is causing the increase rate of social change? What is effecting individuals and families every day?

Disillusion with government and government leaders, fears of safety at home and abroad, work about keeping children safe at home and school, concerns about environmental deterioration, fees about drugs and violence in our community, concerns about illnesses and diseases, worry about financial issues-inflation and debt.

Partnerships

100

What personal characteristics help build partnerships between teachers and families?

Being open and welcome, show humility and compassion, have a confident sense of self, engage in open communication, be present and give time, provide opportunity, show commitment, ensure administrative support.

200

What is the difference between involving and engaging families? Is there a difference?

*Open for discussion

300

Identify an event that can connect parents with the community?

Providing information on Library serivces, picnic in the park, special celebrations such as 4th of July or Cinco de Mayo. Inviting parents to participate in field trips.

400

What are strategies for working effectively with families?

Look for strengths and resources, identify family's coping strategies, build a partnerships based on trust, listen more and talk less, suspend judgement, use colleagues and experts as sounding boards, build you own support network, reflect on own behavior, admit and learn from mistakes, make adjustment when needed, write a journal, learn about the family's dynamics, think flexibly, observea and reflect, show positive support for the family, interact honestly and authentically

500

What partnerships do you or your program have in the community?

Workforce mentors and training? Food subsidy program? Child care subsidy program? Health care - dental? Early intervention/therapy/counseling services?

What matters

200

What is a Code of Ethics, also known as the professional Code of Ethical Conduct?

Code of Ethical Conduct is a guideline for responsible behavior and guiding decisions on ethical issues. Guide for professional behavior and decisions.

300

What are some important things you can do to help transition children and families into your classroom or program?

1. advance notice – welcome note, home visit 2. meet and greet parents – families visit the classroom 3. prepare for separation 4. help children meet friends and engage in play 5. maintain a regular schedule 6. encourage child to participate in roles and responsibilities in the classroom 7. provide a personal space 8. meet child’s needs 9. provide ongoing communication 10. maintain contact with family and developing a trusting relationship

400

What are some characteristics of strong families?

Show caring and appreciation, spend time together, give encouragement, has commitment, engages in communication, copes with change, maintains family and community ties, have clear roles and responsibilities, has a sense of spirituality

500

Child need a voice, someone that will stand up for their rights and needs. Who are you as an advocate for children and what can you do?

be visible, be involved, be informed, speak out on behalf of the children, stay connected with professional organizations, connect with community leaders and organizations that have power, encourage organizations to commit to children and families, contact legislative representatives, vote, be persistent, be dedicated to improve the life of children beyond your own family, urge others to become advocates