Modern Family Chapter 1 Study Guide

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

Felicia Bonner is a graduated from Florida State University and is the Director of Child Care Evaluation Services at the Children’s Forum since August of 2011. She originally started with the Forum in 1998 as a T.E.A.C.H. Counselor, and then moving into the position of overseeing the Director Credential Program in 1999 until 2005. In the summer of 2005 Felicia’s family relocated to Bradenton, Florida where she worked for the Early Learning Coalition of Manatee County as an Early Learning Specialist for a year. Her professional interests center on early care and education. She recently volunteered with the Mayor’s Quality Task Force on Improved Quality and Affordable Childcare for All and for the last 4 years has volunteered with the United

It is very important to recognise that parents and practitioners have different kinds of relationships with the children in their care. Practitioners need to develop consistent, warm and affectionate relationships with children especially babies but they should not seek to replace the parents. Babies need to be with the same people each and every day to develop social relationships. This is why the EYFS requires all early years settings and schools to implement a key person system. Parents and practitioners have one thing in common that is very important: they all want the best for the child. The roles involved are not the same yet they are complementary. Parents know their own child best. Practitioners have knowledge of general child development.

The NAEYC statement on developmental practice indicates change and continuity and change in the early childhood education field is vital due to the fact that their main commitment is excellence and equity. Nevertheless, all new knowledge gained over time has been advanced and increased. This means that with understanding, it has allowed us to revise and refine ideas for promoting children's development and learning. With developmentally appropriate practice, meeting and enabling the children are required. This means that teachers should get to know them well and push them to reach goals that may be a challenge but are achievable for them.

In order to respond this question, we must first review the history of Developmentally Appropriate Practice (DAP) and Early Childhood Education (ECE). Although ECE has been around since the creation of kindergarten in the 1800’s, the decade of the 1980’s was an important period for ECE. “By the 1980’s, meta-analysis of the well-designed US projects offered compelling evidence on the positive outcomes of [early childhood education and intervention]” (Woodhead, 2007). Therefore, there was much pressure to improve the state of education, including ECE. “The decade of the 1980’s saw numerous calls for widespread school reform, with changes recommended in teacher education, graduation requirements, school structure, and accountability measures” (S. Bredekamp, R.A. Knuth, L.G. Kunesh, and D.D. Shulman, 1992). At this time, there was an increasing concern about the quality of early childhood education for the influx number of families that needed it. This led the National Association for the Education of Young Children (NAEYC) to “begin planning a national voluntary accreditation system for early childhood programs”(NAEYC, 2014). With this planning came a need for a more specific description with regards to accreditation guidelines. Therefore, NAEYC issued a formal statement defining DAP.

“Researchers have claimed that good communication between staff and parents (as well as good communication between staff) is a prerequisite for high-quality care and education of young children; that it positively influences children's cognitive and social development, increasing their educational success, and that it contributes to good relations between children and between staff and children”. (Mac Naughton,) The physical, social, and emotional environments welcome and support with variety of activities, different kinds of books, color, and words that shows express of pictures. The environment shows that the simple rules, routine, and expectation for the early childhood program for families and children. Every children have a different rates of grows and develop through an environments but they will, like, interest, or something important to them (Housand, 2012). The environment connect with physical, social, emotional through pictures that allow the families and children the challenge, curiosity, control, and competition their diverse characteristics and

Throughout these past 5 weeks, I have gain a great deal of knowledge about children and their families, early childhood care, education and community and the impact they have on children’s development. In addition, I have learned, families are not base merely on blood relation, but on people who love and care for your well-being. Children can be impacted by many factors in their life, which as divorce, separation, neglect, mistreatment or disasters. Family dynamics as well, play a part in children’s development, such as being raised in a single parent’s home, adoption or same sex families.

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

With so many children attending day-care centres today while their parents are at work, it is important that these centres help children to achieve personal and social development at the proper rate. The best way for these centres to accomplish this task is to utilise effective child care strategies. Strategies just guide the educators through the process of assisting the children in their care in developing the necessary personal and social skills for them to succeed in life. Learn about these some of these strategies here in this information.

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

With the growing need for child care in America, more and more are popping up in multiple possible settings. Care Centers, Churches, At-home moms are not hard to find for day and after school child care. But not all forms are regulated. A reform on child care is needed to make it affordable, safe and productive for American children to reach their full potential during their developmental years and beyond. Unfortunately the majority of productive and high quality child care is based on demographic, cultural and financial options. Low income children and children who live in certain neighborhoods do not have access to childcare and preschool options. These are the most likely option to teach top rate social and educational instruction. As a result of the well educated providers being a bit more on the costly side, a large portion of American family child care is provided by unlicensed mom’s providing child care in their homes. This being more affordable than the child care centers, for obvious overhead reasons. With the percentage of Single Mothers growing/or and the need for a 2 income family, Child care become a well known and commonly needed service in the 1970’s.

Family to Family is an evangelistic tool focused not on the complete stranger in a foreign land, but instead a guide for the family. According to Pipes and Lee, “Family to Family will help you discover God’s purpose for your family, develop a family mission statement, establish core values, make time for quality and quantity family time centered around God’s purposes, and equip you to lead your children to Christ and mentor them spiritually” (p 3). Later in the book, they boil this statement down further, saying that the book is all about “Raising your family to follow Christ” (p 114). In addition, they claim that the reader will “discover the critical link between being on mission as a family and passing the baton of your faith on to

The plan for the first week is to build rapport and introduce members and facilitators. Group rules should be established this session. Basic parenting skills will be the education address during this time. The group will identify and discuss daily care, medication usage and health, hygiene, age appropriate discipline, time management, and modeling positive behavior (Systems, 2007, pp. A1-A5). Participants need to be provided with a note pad so they may take notes. Participants will also list their strengths and weaknesses of the skills discussed. They should also be encouraged to keep a journal of daily activities, behaviors, and responses. Discussing these basic skills

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

Child development is the foundation upon which early childhood practice is based. Because the psychomotor, socioemotional, cognitive, and linguistic developmental domains are inter-related, early childhood professionals in all types of programs (e.g., family child care homes, early childhood education centers) must comprehend both the processes of development and the adult’s role in supporting each child’s growth, development, and learning. (p. 1)