Family Involvement In Early Childhood Education

Family involvement in an early childhood classroom means that families work together with caregivers and teachers to create an atmosphere that

The Final Project will illustrate how family-centered programs, theories, and concepts support the early childhood classroom and the child’s family. The family-centered approach asserts that family involvement is important for a young child’s cognitive and social development. The Final Project, which will be presented via PowerPoint, will address the following scenario:

“Early roots of play as a best practice for early learning was documented by Plato, a Greek philosopher, who insisted that play is considered a natural activity of childhood.”(Ingrid Crowther, 2011, Pg. 2) Early Childhood Education is a term that refers to educational programs that are devoted to children from birth to the age of eight. “Children of this age learn by exploring and investigating; therefore, their environment should support and encourage this process.”(Rebecca Isbell and Betty Exelby, 2001, Pg. 11) Early childhood environments should be attractive and exciting. These environments should allow children to work and play using proper resources, materials, and tools.

In the book Early Childhood Education Today 11th Edition, we read that “Family-centered practice is one of the cornerstone features of early childhood special education. This follows the fundamental notion that children’s development is influenced by their environment: their family, teachers, school, town, media, governmental systems, and so on.” (MORRISON, 2009) The first thing we as teachers must do is acknowledge that the children’s families are the first and most important teachers of their children and recognize the long-term effect families have on the attitudes and accomplishments of their children . For the edification of today’s youth there are potential positive responses to be obtained through working with a child’s parents as

“Play is developmentally appropriate for primary-age children and can provide them with opportunities that enrich the learning experience” (Copple & Bredekamp 2009). Early childhood education holds two main focuses; a child-based focus and a family-based focus. Early childhood education has positive outcomes on the child through their learning experiences, and their growth and development. Based on the family, the results of early education happen through the communication that the family has with the educators and by the encouragement they get from within themselves, and also from the educators.

T5 Working in partnership (families; multi-agency; more than one team) Working in partnership is key to benefitting children and young people in early year settings. Partnerships are formed with practitioners, families, carers and multi-agencies. Multi-agency work is different type of services that share the same interests and objectives brought together to work towards purposes. Whilst integrated work is everyone supporting children and young people working together for the child, meeting needs and improving life’s. Partnerships are formed with practitioners and families through the key worker system, communication, overcoming barriers, .

For the children’s learning to be successful, parent involvement is critical. An orientation will occur prior to the children attending. Parents will be updated with the day care policies, the lay out of the day care, the expectations and the introduction of their child care provider. This is done to allow both the parent and child care provider to get to know each other and allows them both the opportunity to discuss the care the child will need. It is very important for communication between the parent and the day care staff to be consistent. Parent involvement can provide feedback to the parent in regards to what the children are learning daily. This helps with their child’s assessment of the program to

This research report presents an analysis of and conclusions drawn from the experiences and perspectives of two educators that work in the early childhood setting. The main objective is to identify key elements and issues in relation to the families, diversity and difference. In particular how an early childhood educator implements, different approaches to honour culture and diversity, and to advocate for social justice in an early childhood settings. As such, it allows an insight into the important role that families and their background plays in the everyday lives of the children and educators within early childhood settings. In today’s ever-changing growing society it is essential for educators to be flexible to the

A professional educator will actively view the child’s in association with their family and environment. They need to be viewed in context with their family as this will make the educator aware and respect the values and culture of each family and student. Principle 2 of the EYLF mentions ‘Learning outcomes are most likely to be achieved when Early Childhood Educators work in partnership with families’ (EYLF, 2009, p12). This is mostly effective when a successful educator uses strategies that actively involves the family, by introducing families to the classroom through plan programs that invites parent input.

learning and development as listening to the parent about their child is important as it will help the

The most direct and meaningful impact on children’s education and advancement of social competence comes from parents and families. Students work harder, excel more, show attitudes and behavior that is positive, and feel at ease in new settings. Educators must connect to families so that they may develop relationships that employ them as active partners in their children’s learning

This paper will discuss various forms of caregivers, parenting styles, and early childhood education. Topics covered are:

The Early Childhood Education program at Carlow University focuses on educating children from birth to grade four in any context—school, family, or community. As a signature mark of the program, students learn how to honor diversity and form strong inclusive relationships between child and caregiver/teacher. They learn that a child’s environment needs to be rooted in trust; physically and psychologically safe. They learn that the caregiver/teacher relationship needs

Constructive working relationships between teachers and parents can enhance adults knowledge and understanding of children and children’s learning opportunities, and so contribute to children’s learning and wellbeing at home and in the setting. Children who see their parents working closely together with their teachers “gain a sense of continuity and of being cared for” and experience a “trusting

Researchers have identified the importance of interplay in the healthy development of cognition and social development (Biro, Alink, Huffmeijer, Bakermans‐Kranenburg, & van IJzendoorn, 2015). Engaging in daily interaction will allow infants to mimic and learn socialization, this will influence the way that toddlers and young children engage with peers and caregivers throughout their childhood (Biro, Alink, Huffmeijer, Bakermans‐Kranenburg, & van IJzendoorn, 2015). Learning to connect with others will encourage individuality, cognition and social skills that can only be learned by experience. Researchers conclude that caregivers and parental figures prove invaluable to developing a healthy attachment with effective social-emotional experiences (Biro, Alink, Huffmeijer, Bakermans‐Kranenburg, & van IJzendoorn, 2015). Middle childhood, cognitive development throughout childhood is a valuable process that will allow children to flourish both independently and within peer groups (Burger, K., 2009). Scrutinizing diverse social backgrounds and educational availability, researchers have identified long and short term effects in the cognitive development of children (Burger, K., 2009). Data supports that the higher quality of both education and social activity is beneficial to the overall development of an individual, it is important to acknowledge that the quality need not equate to fiscal quality, as it is the time and energy that is given to a child