Family Reflection

This is just some of them. Teachers will learn much that is applicable about the general characteristics of children at particular ages, stages and grade levels; but are effective with each child, additional information is needed. Each child comes to the classroom with a history-year of reactions, experiences, and characteristics styles of behaving that are unique. Teachers who blind effective communication with families are less likely to be frustrated while working with the many unknowns in children and are more likely to meet realistic goals for each child and support each family in reaching their own particular goals. When teachers are open to learning from families there is much knowledge about the particular aspects of living with children that can be learned. Because it is the children that bring families and teachers together, the benefits for children alone should be motivation enough to work to create effective partnerships. (Chapter 9: Informal Communication with Families)

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:

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

For this outcome, I chose the CE101unit 6 assignment. I select this artifact because I provided information in childcare laws, early intervention and family services programs that promote family participation. This artifact shows my knowledge, commitment and desire to help families to find high quality childcare and resources within the community. It’s necessary to be aware of the resources that promoted family participation and address families concerned. One of the programs is known in Louisiana as “EarlySteps”. EarlySteps urges families to participate because they believe families are the child’s best advocates, also strongly ask that families always communicate any burden they may have. As teacher we have the opportunity to work with families

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

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.

is “establishing reciprocal relationships with families” (“Developmentally Appropriate Practice,” 1996, p. 14). There needs to be a two-way connection between teachers and the families of their students. This relationship should be formed through shared responsibilities, cooperation, trust and respect (Bredekamp, 2014, p. 88). The teacher and families of students need to come to an agreement on shared goals and ways to obtain these goals. This is done through open communication and welcoming parents to participate and observe the program so that they can help make appropriate decisions about their child’s education (“Developmentally Appropriate Practice,” 1996, p.

Chapter One opens with a discussion of how the modern family has molded and changed over the years. The “traditional family” is not so traditional anymore and early childhood facilitators are learning how to cope with these changes. For example, several early childhood care facilities are starting to move to more developmentally appropriate practices. A developmentally appropriate practice is one that is appropriate for the individual, society, and the child’s age. Child guidance is very important in the development of a child. Children look up to and strive to be like their adult figures so it is crucial that parents and early childhood facilitators are positive role models throughout their development. The chapter give several examples of

Participating in the Putting Families First course allowed my training in patient assessment, patient care, interdisciplinary teamwork, and problem solving to be put to practice. I believe my team had a very successful outcome with this course, and I learned many lessons I will continue to apply and develop throughout my professional training. In particular, our team successfully employed the teamwork skills of team leadership, close-looped communication, adaptability, shared mental model, and mutual trust. Upon our first time meeting as a team, we immediately established communication via a messaging app. In addition to this, we reviewed the syllabus and requirements for this course before the first home visit to ensure we understood the expectations

I thought it was very interesting to read about the different theories and perspectives that are discussed in chapter two. It is important to look back on the roots of early childhood, but it is more important that we build upon those roots to adhere to the needs of children in this day and age. The book gave an example of how some child care traditions would seem abusive or strange to modern families today. This supports the fact that early childhood education is always developing and changing over time. As I continued to read the chapter, I was very unfamiliar with the different philosophies of guidance such as the maturationists and the constructivists. It is interesting to observe the different perspectives and ideals people have on early

Communication is extremely important. You and your co-teachers write a monthly newsletter, this is a great tool for communication with families. Parents request year after year to be in your classroom. You build relationships with students in addition to building relationships with families.

Discuss the following: This week we learned about older adults, and the impacts of trauma in later life. What have you learned this week that you might be able to apply to this family? What TIC principles stand out to you as important at this stage of life?

What can I say about my family? Honestly, hardly know jack shit about my family's history. As of now, I know that both my Biological parents were born in Puerto Rico. In addition, please be mindful that the man who is supposedly is my biological father; I did not have a chance to meet his ass until I was 24 years old. Furthermore, I never would have met this fucking man had it not been for me calling my Titi Carmen (Aunty Carmen) in Puerto Rico. Before I go too deep into my family's history, I think it would be best for you guys to get a little bit of my background, my first family, the streets of New York City.

”No one is ever born into Life alone. Everyone has shared the bond of family, at least at birth, and for many people it is a bond that will follow them throughout life. For many people it is the most important bond of all.”