Parent Engagement In Early Childhood

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

After, reading Morrison’s chapter on implementing Early Childhood programs I have a better understanding of the many programs that are offered. All programs promote child development and learning and focus on effective approaches to connect with children and families. One of the programs that I have heard mostly about is Head Start. I would like to work in a Head start program because of the impact it has on children’s development, and after reading about it I know have more understanding on the program. Head start focuses on parent involvement because research has showed that the more parents become involve in their children’s early childhood education the better they will do in school.

meeting educational, health, social service, and parental needs. “Head Start also wants to help bring about a greater degree of social competence in these children (Mallory and Goldsmith,

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

When Initially planning a parent/ carers teacher conference concerning a child’s performance in the classroom. It is essential to be prepared and show sensitivity towards parents and children. As a kindergarten teacher and mother of 1, I understand the anxiety parents feel in regards to their children and their achievements. We as educators need to address professional standard 3.7 Engage parents/carers in the educative process this can be achieved by describing a broad range of strategies for involving parents/carers in the educative process (AITSL, 2010).

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

While daycare/ childcare centers provide a safe haven for young children and left in the care of licensed caregivers, there is more to daycare then just temporary relief for parents. These facilities offer a nurturing and fun learning environment to promote curiosity, innovation, and continuous growth in developmental abilities and positivity in children, and they also have the ability to provide encouraging and engaging activities that endorse emotional, social, and academic development (Phillips 1987). Within these facilities, high quality care calls for each child reach greater levels of learning and can develop skills at their own pace under supervision.

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

Between the years 2002 and 2003, the Department of Health and Human Services (DHHS) was required to research Head Start’s influence on the children being impacted by the program. Lee used the Impact Study’s data for his research. With this data, Lee tried to answer two different questions; “What

As I finish up my last two hours at the Early Childhood Center that resides on the university’s campus, it has been an adventure for me. I have acquired many new skills for the classroom, Shadowing for Ms. Bailey class, room 307 was not an easy process but I got through it. Head Start is located on Winston Salem’s University’s campus in its own secluded area, where students who attend Winston Salem won’t bother. Essentially outside of the university the Early Childhood center is placed in a rough part of town. Around you can find low income based housing, run down gas stations and ABC stores around. That doesn’t stop Head Start from producing the best students they can, their mission statement is to “help low-income families in our community put their children on a path to success in school…and throughout their lives”.

In the 50 years since its inception, Head Start has improved the lives of more than 32 million children and their families (Why). Many of the Head Start alumni have graduate to be doctors, lawyers, engineers, leaders, and scientists – had they not been given the opportunity through head start, who knows where they may have ended up in their neighborhood. Head Start offers a unique whole child/whole family program design coupled with a delivery system that includes local programs, national standards, monitoring, professional development, and family engagement (Why). This makes it so everyone in the child’s life receives assistance and the benefits of learning engagement. I can see this being extremely beneficial to lower class families because it encourages everyone to learn and to see the potential of what an education can give you.

Child development is the heart of the Head Start program. Each child receives a developmental and behavioral screening, and ongoing assessment. Bilingual language stimulation is a priority. The music and creative arts mental health collaborations enrich the curriculum as well and help realize the mission of maximizing children’s potential. Supporting the parents and making sure they have an active role in their child’s development is also important. Head start shows this through The Getting Ready for School collaboration, a specific initiative within the head start program to build parents’ skills as primary educators of their children. They also provide specific skills training where parents

The Early Head Start teacher participated in the (IEP) meeting to provide necessary information of Christopher’s abilities. Christopher received occupational therapy, physical therapy, and speech therapy inside of his classroom setting. Christopher received additional therapy in his home on Saturday’s when his mother home from work. Christopher’s mother served on the Head Start Policy council and their family volunteered their time in the center. The Early Head Start staff built a rapport with Christopher’s family to establish a sense of

All parents were shown to be involved in basic home learning with their children just before they started an early years nursery place. Differences between socio-economic groups relating to the number of children in the household and the level of the parents or carers educational qualification.