developing partnerships with parents 3

8/13/2019 Developing Partnerships With Parents 3

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Collaborative Efforts Between Child

Learning Center (CLC) and FamilyChapter 3


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Key Points for Consideration

Childrens Characteristics

Children are resilient and adaptive

Play is the vehicle by which children learn andgrow

Children get their needs met from theirenvironment

Knowledge and experience has utility

Learning starts with the practical and moves tothe theoretical

Developmental and life skill competencies areoften precursors to Educational competencies

The life experiences of a child is a portfolio of thecommunity and his/her circle of influence

Its the minute things that count and those thingsmust constantly be reinforced

Childrens academic performance is a function ofparental involvement; not income or social status

Goals for Teachers

Teachers must see themselves as a resource in childrensenvironment

The goal of the teacher is not to work so much withchildren but to create an environment for children towork

Teachers must find ways to create an environment fil ledwith choices and praise

Teachers must free themselves to be creative in order tobe effective teachers

Teachers must ensure that they are teaching the basicconcepts of reading, writing, arithmetic/science

Build a curriculum behind everything you expect childrento know.

Operationalize competence

Teachers must observe, draw connections, educate(Cycle of Influence)

Teachers must see collaboration with parents as anessential part of their duties

The best way to build relationships with the child is tobuild relationship with the parents


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LOOKING TO CULTURAL MODELS THAT WORK

U.S. preschoolers are producing lower

scores than their Asian counterparts.

Glimpse at these cultures

Parents promote education

Educators are held in high regard byparents and children

Poor academic performance bring shame tothe family and the child

Education takes precedence to socialization

Education is part of the culture and occursyear around

The Family

Education

The Child


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Cultural Factors of Change

There have been collapses in the social fabric of oursociety

Goals on education are constantly changing in our society

Structure of family has changed considerable over the past two

decades

The workplace is a cultural laboratory

As ECE educators we work directly with children and charged towork indirectly with families in the same manner


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Working to Partner with Parents

Basic Assumptions We Must Embraceas Educators

Most parents are genuinely invested inthe social and educational welfare of their

children

Many parents are unaware of how toeffectively collaborate and work withteachers towards an educational plan of

action

Many parents are not aware of how muchprofessional educators care


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Working to Partner with Parents Consequently

It is important to help parents to seehow educators are equally investedin the outcomes of children. Spend time with parents who do

It is important that parents see linksbetween what educators do andtheir relation to Ohio educationaland developmental standards.

It is important to make parents apartof the plan of action. Share information

Problem-solve

Recognize the successes of people


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Getting Families involved in Childrens Learning

Math

Sorting laundry and matching socks. Whenfinished they can count pairs of socks for eachfamily member and then add them together

Make a number lotto game and play it withparents

Circle numerals in the newspaper beginning with 1and go to 10, or as far as the child can recognize

Estimate the weight of several household objects

(i.e., balls, gallon of milk). Order from light toheavy

Do matching, sorting, categorizing activities usingbeans, buttons, pictures


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Getting Fathers Involved Ways to promote father

involvements: Invite men to take part in school

activities

Address communications tofathers/grandfathers

Find out what activities fatherswould be interested in

Involve males in parentingeducation classes

Schedule meetings/volunteertimes considering available

hours for fathers

Documented impacts of father

involvements: More likely to:

Enjoy school

Achieve higher grades

Participate in extracurricular activities

Less Likely to: Repeat a grade

Be suspended or expelled from school

Behave violently in school

Be involved in acts of juveniledelinquency

Eliason & Jenkins (2008), pp. 51


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Pedagological Core/principles

As a body of educators, we are invested in the

educational outcomes of the child. We believe thatoptimal outcomes for the child can only occur wheneducators work collaboratively with families to meetthe needs of children.

As a body of educators, we recognize that childrenmust be provided with learning based activities whichpromote english/literacy, social studies, math, and

science. We use childrens natural disposition to playas a vehicle to education and development. Weunderstand how important it is for the childsenvironment to be stress free and rich in resourcesthat promote curiosity and self learning.


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Practical Considerations: Bridging Relationships

Get the community involved Get vouchers and coupons to which families would benefit (i.e.,

Laundry coupons, gas coupons)

Create a family dinner night where a portion is dedicated todiscussing how parents can work with children at home

Churches are increasing their congregations and FastFood restaurants are getting more customers becausethey are meeting the needs of the whole family

Effective churches have numerous family-based ministries that getthe family involved

McDonalds create play areas to give parents a break while theydine


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Practical Considerations: Family Needs

Identify the needs andchallenges of families Offer trainings on

financial management/debt freedom

Time management

Effective parenting &

Coping

Family blends & childneeds

Solution Bank Offer a stress free

evening as an incentiveto certain parents whocollaborate

Open up for 4 hoursand provide free careonce a month

?

?


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Practical Considerations: Question?

Do parents know theprogram philosophy?

Operating policies?

Child interactionpractices?

Whats on your parentsbulletin board,newsletters, notes whichare sent home?


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National Association of State Boards ofEducation Recommendations

Promote an environment that recognizes parents as the primaryinfluence in childrens lives and a necessary partner to educators

Recognize that the self-esteem of parents is integral to the developmentof the child

Include parents in decision-making about their child and the earlychildhood program

Ensure opportunities and access for parents to observe and volunteer inthe classroom

Promote information exchange between teachers and parents that willbenefit the children

Provide a gradual and supportive transition process from home to schoolfor those young children entering school for the first time


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Practical Considerations: Communication Links

Eliminate excuses by improving communication betweeneducators, families, and community

When parents cannot be involved, ask for a familyrepresentative (i.e., grandparents, siblings)

Develop a pamphlet and community resources center at thechild learning center Toy Resource Library vouchers

Zoo and museum vouchers

Send a communication to families informing them that theyneed to be prepared to commit five minutes to meet with

the lead teacher at least once every two weeks


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Practical Considerations: Campaign Drive

Have a campaign drive and obtain verbal contracts with

parents to commit to 15 minutes a day reinforcing activitieswhich were done over the past week.

Give parents the lesson plan and explain the activities

Give parents a list of recommendations about the home environmentthat could benefit the children (i.e., remove violent toys or themedmedia)

Follow-up with parents about the activities How was the literacy activity last night? How did the child do? Did you notice any particular areas where we need to work with your

child?

Avoid closed-ended questions like Did you do the activity with yourchild?


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Practical Considerations: Reinforcing Families

Ask parents to share the activities they have done withchildren and to give you ideas so that you can developcurriculums that build on what they have done

Find ways to recognize parents who are partnering with

educators and the centers

Create a weekly newsletter which outlines what you aredoing to better educate children through ODE learning

standards

Develop a webpage that outlines key information about yourcenter and resources to parents


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Does Technology Provide Solutions forPartnering with Families and Communities?

Most parents have internet and email services at home

and at work

Electronic newsletter

Record audio instructions or messages for parents oncassette or CD

Send a weekly picture-text to parents (i.e., importantmilestone achievements or group learning exercises)

Every center needs to have a heavy duty copier so thatparents can have copies of childrens weekly progressdocuments

Start a VHS or DVD video library of recordings of yourbest teachers in action. Make available to parents and ask them how to improve

(this can be a part of training)

Organizational websites are vital sources of information


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A Story About Technology

Technology was kind enough

to produce laptops. My boss was kind enough to buy

me one so that I could workwhile away from my office

Technology was kind enoughto produce cellphones andpagers.

My boss was kind enough to buy

me one so that I could bereached while away from myoffice


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ACTIVITY 1. Investing in the technology of

others Identify general

technological

advancements that arecommon to mostpeople

Discuss ways in whichtechnology can be

used to improvecommunication and topartner with parentsand community


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STEPS TOWARDS SOLUTIONS

Educators must approach the needs of parents insimilar light to the needs of children.

Parental demonstration of frustration is not personalits

professional (respond in kind)

Parental demonstration of disinterest is not necessarily anissue of caringits an opportunity to show how much

you care.

Public and communicative displays of territorism is notnecessarily an issue of ignoranceits an opportunity to

demonstrate that you are on the same team


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MYTHS THAT EMPEL THE CLASSROOM

Children should be seen and not heard Author?

Spare the rod spoil the child

Do as I say and not as I do

These kids today are too spoiled, rotten,and got poor manners

Once I tell them oncethey should knowbetter

One bad apple spoils the bunch


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Current Challenges to Effective Teaching

Too many expectations and documentations

Not enough time in the day

We dont get paid enough to do all this%@&(^)%#%$@ work

Not really sure what they want


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ELIMINATE ROLE CONFUSION BETWEENEDUCATORS AND PARENTS

Ineffective Responses Posed by

Teachers

Parents dont care Parents are too busy

Mothers are more concerned aboutthemselves than their children

Couples today are most interested inbuying things than in their children

Parents get mad when we call them Parents dont discipline their children

Parents get in the way

Ineffective Responses Posed by

Parents

Teachers dont want me there My kids dont want me there

I dont have time Im paying them to take care of my

children

Teachers know more than I do I wouldnt know what to do

I dont want to bake any morecookies

It is the only time I have to do mywork

It is the only time I have to myself I dont have a babysitter


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REFERENCES Berger, E. H. (2008). Parents as Partners in Education: Families and Schools

Working Together (7thed.). Merrill Prentice Hall: New Jersey.

Billman, J. and Sherman, J. (2003). Observation and Participation in EarlyChildhood SettingsA Practicum Guide (2nded., Ch. 8). Allyn and Bacon: Boston.

Dodge, D. T., Coler, L. J., and Heroman, C. (2002). The Creative Curriculum forPreschool (4thed.). Strategies for Teaching, Inc.; Washington, D.C.

Gordon, A. M. and Williams-Browne, K. (2000). Beginnings & Beyond (5thed.).Delmar Thomson Learning: Africa.

Krogh, S. and Morehouse, P. (2008). The Early Childhood Curriculum: InquiryLearning Through Integration. McGraw-Hill Higher Education; Boston.

Mayesky, M. (2006). Creative Activities for Young Children (8thed.). ThomsonDelmar Learning.; U.S.

Wright, K., Stegelin, D. A., and Hartle, L. (2007). Building Family, School, andCommunity Partnerships (3rded.). Merrill Prentice Hall: New Jersey.


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Group Activity Unique Qualities to American

Families Since the 1970s

Divorced has tripled

Children living with one parent hasdoubled (primarily female)

Births to unmarried mothers hasdoubled

Children born in poverty hasincreased from 14 to 20%

Working mothers with children underage 6 increased from 30 to 65%

Working mothers with school-agechildren has increased from 50 to77%

Rising Cohorts of Parents

Children with developmental

delays and disabilities Single parents

Adoptive and foster parents

Divorce parents

Gay/lesbian parents

Homeless parents

Teenage parents

Grandparents raisinggrandchildren

Inter-racial parenting

Parenting where English is thesecond language

First-time parents


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PLANNING THE DEVELOPMENTAL CURRICULUM, THENEEDS OF CHILDREN, AND THE CHALLENGE OF

TEACHERS TO PROMOTE CREATIVITY

Lecture notes comprise ofgathered information fromthe following areas:

Chapter 4. Eliason & Jenkins (2008).

Chapter 1 & 4. Dodge, Colker, &Heroman (2002).

Chapter 5. Mayesky (2002).

CHILDREN TEACHERS AND CREATIVE


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CHILDREN, TEACHERS AND CREATIVEACTIVITIESKey Themes For Consideration

Children possess both unique qualities and common characteristics which bind them to theirenvironment.

Teachers must be certain that their practices do not compromise childrensuniqueness or their commonalities. Consequently, It is important for teachers toknow the unique differences between each child and be aware of each childs level ofdevelopment, strengths, abilities, and special personality.

Children are often challenged to discover their uniqueness while at the same timedevelop socially adaptable characteristics which enable them to integrate into theirfamilies, communities, and greater society.

Watching child at play helps an adult understand the young person.

Teacher plays a role of a facilitator in the creative process. As facilitators we engage in scaffolding by helping them develop new competencies,

guide and provide opportunities, and to be sensitive and caring without interfering. Teacher needs to allow the young child to deal directly with materials

(acting as an aide rather than a leader or judge). Talking to children about their art can foster childrens ability to express themselves

through the arts.


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Principles that Guide effective Teaching

Effective learners actively process lesson plans

Presenting information from multiple perspectivesincreases the durability of instruction

Effective instruction should build upon studentsknowledge and experiences and be grounded in

meaningful contexts (Ornstein & Behur-Horenstein,1999)


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DEVELOPMENTALLY APPROPRIATE EARLYCHILDHOOD CLASSROOMS

Classrooms that maximize interactions amongchildren as they pursue independent and smallgroups activities.

An environment with challenging and interestingmaterials/activities.

Teachers should step back to observe, encourage anddeepen childrens use of them.

Teachers should ask thought- provoking questions andmake appropriate comments.


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ATTENTION SPAN AND CHILDRENS PHYSICAL NEEDS

In general, the younger children the shorter theattention span; however, it varies from individual to

individual.

Teachers must consider attention span whendeveloping activities. DAP activities (not too easy; not too challenging) promote greater attention

out of children.

Young children make it quite obvious when theirattention span is waning- by a yawn, fidgeting etc. Teachers need to be able to read these obvious signs of lessening (or lost)

attention.

Teachers need to note activities which capture the attention of childrenlonger. This can be vital information for future program development.

By changing activities and equipment to keep children matched to theirpresent developmental levels, you are helping the children attend to activities

longer on their own.


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Activity Patterns

Start with familiar resources/ activities then move to more

complex.

Take into account childrens physical characteristics.

Balanced interplay of time for both large and small motortasks.

Creative activities for young children must also have a goodbalance between active and quiet activities.

Both should be incorporated in a single learning setting since youngchildren have a difficult time sitting still for long periods of time.

The younger the child, the greater the tendency to becomeover stimulated, so the amount of activities for young

children should be limited.


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Transition From Group Times

Transitions from group times to the next activitiescan be chaotic if group times are uninteresting,too long, or too demanding.

Improve transition stage by sharing the daysschedule with the children at the beginning ofthe day.

Allow children to help with the plans and

participate in setting the limits.

Give positive reinforcement when things go well,not just reminders when someone fails toremember.


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Transitions To Free Choice Times

Assure children that they will have ample timefor their favorite activities (This reduces maddashes for resources).

When balance is inadequate, children behaveaggressively (Misbehaving and unconstructiveplay).

Children who are bored or frustrated during freechoice time are rarely cooperative during cleanup.

CHILDREN EXPRESSING SOCIAL EMOTIONAL


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CHILDREN EXPRESSING SOCIAL EMOTIONALNEEDS

Important to help the child find acceptable ways toexpress their feelings. By providing activities that are less structured and allow

freedom of expression. Childrens fantasies/emotions seek expression thru the materials.

Children need to know about limits (setting themwhen necessary) and need to be helped so thatthey can channel emotions more positively.

Behavior problems demand creative response from the teachers. Adisciplinary situation usually requires divergent thinking on the part of theadult.

Young children are egocentric and lack in perspective taking; therefore, itbecomes difficult to understand the feelings of others.

C i i


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Competition

Young children naturally compare their workto others and seek their teachers approval.

Teachers should respect childrens naturalcompetitive spirit and/or parental valuestowards competition.

But avoid reinforcing competition.


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3 COMPLETING A CREATIVE ACTIVITY


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3. COMPLETING A CREATIVE ACTIVITY

Finishing an activity involves clean up and young children can be veryhelpful with this.

Pro-social behaviors can be acquired if teachers take time to teach themabout clean-up .

Young children usually want to help out and enjoy feeling needed.

Arrange the environment so that it is possible for the children to assist withcleanup.

Children can put away materials when they clearly understand where thematerials belong.

Empower children by assigning roles during clean-up and rotating roles toguarantee fairness.

Give children ample notice before cleanup time approaches, giving them secondand third reminders after about 5-9 minutes.

Teacher can circulate around the room giving quiet notice.


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Completing an activity is important to young children andteachers have to allow time for individual differences infinishing creative activities.

Children stop when they are satisfied with what they have produced.

Teachers of young children realize that the decision to stop must be

the childs.

To ask a child who has stopped working to add to what hasbeen created or to evaluate the item for reworking would

violate the childs creative integrity.


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2. Physical Development


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2. Physical Development Children master increasingly sophisticated tasks and gain personal

responsibility for their own physical needs.

Two goals for physical development

1. Achieving gross motor control.2. Achieving fine motor control.

In may ways, physical development promotes social/emotionaldevelopment (The reverse is also true).

Physical education in early grades support childrens academicachievement, general health, self-esteem, stress management, and socialdevelopment.

3. Cognitive Development Three goals for cognitive development

1. Learning and problem solving.2. Thinking logically.3. Representing and thinking symbolically.

The ability to take on anothers perspective leads them into friendshipwhere they can share feelings and experiences.

4 Language Development


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4. Language Development. Language become the essential tool for establishing relationships

with adults and other children.

Two goals for language development1. Listening and speaking

2. Reading and writing

Between the ages of 3 & 5, childrens vocabulary can grow

dramatically

Listening, speaking, reading, and writing develop interdependentlyin children.


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3 Five-Years-Old

Social Development They are increasingly independent, self sufficient individuals.

They are dependable and responsible. They are exceedingly social. 5 year olds prefer cooperative play to solitary or parallel play.

Physical Development They showmore agility, balance and coordination both in gross and fine

motor movements.

Cognitive Development They learn new concepts through experimentation and discovery. Are able to think in complex ways Can categorize by two features, such as color and shapes.

Language Development Show a significant growth in their communication skills. They have adult-like word order, using pronunciation like a grown-up. They also begin to extend their oral language skills to reading and writing.

Th T h R l


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The Teachers Role

The teachers role is an ongoing cycle ofinteracting with children and making decisionsabout when and how to meet individual andgroup needs.

The cycle has 3 parts:

1. Observing children

2. Guiding childrens

learning3. Assessing childrens

learning


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GUIDING CHILDRENS LEARNING

Using a range of teaching approaches is most effective

Child initiated-learning When you want children to explore and construct an understanding on their own

Children choose the activity and the action

Teachers intentionally create an interesting and rich environment that offers children choices

Furniture arrangement, daily routines, material selection, and social climate all are important

Teacher-directed learning Involves planning how to teach a concept or skill, materials needed, and determining if it should

be taught individually, to a group, or whole class

Life in the classroom requires a range of teacher involvement

Talk with children about their work

Ask children closed and open-ended questions

Adapt instruction to include all children

Gifted children

Stock interest areas with interesting and challenging materials

Follow childrens interests

Teach to the childs strengths

Have realistic expectations

GUIDING CHILDRENS LEARNING contd


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GUIDING CHILDREN S LEARNING cont d

Children with disabilities

Use clear visual cues

Use transition-preparation techniques, Use peer buddies as teaching models

Use visual and tactile props

Encourage active participation in outdoor and gross motor play, then havecalming activities before returning to sedentary activities

Have childs attention before giving new rules

Assess and identify needs for assistive technology with a specialist

Second-language learners

Learn words in childs home language

Use concrete objects and gestures

Establish a classroom community

Use lots of repetition, running commentary, and actions as you talk Establish familiar routines

Assist children in sociodramatic play

Be patientgive them time to get their words together

Involve families


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GUIDING CHILDRENS LEARNING contd

In depth or long-term studies allow teachers to integrate

content areas and address developmental goals:

1. Select an appropriate topic2. Create a web of important ideas3. Determine how content knowledge and process skills

can be learned through this study4. Discuss topic with children5. Inform families of proposed study topic6. Use forms to organize materials and plan activities

7. Assemble relevant materials and resources8. Facilitate investigations9. Document findings10. Plan a special event to end the study


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ASSESSING CHILDRENS LEARNING contd


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ASSESSING CHILDRENS LEARNING contd

Use what youve learned to plan

Plan for each child

Review progress in social/emotional development

Review progress in gross and fine motordevelopment

Review progress in cognitive development

Review progress in language development

Plan for the group

Identify which children need more focusedinstruction on certain skills

Large group and small group instruction


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Planning the Curriculum

Chapter 4

K S t D f f C i l


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Key Sources to Draw from for CurriculumDevelopment

Knowledge of early childhood

Childrens individual characteristics

The knowledge base of various disciplines

The values of our culture, parents desires

The knowledge children need to function proficiently insociety



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Principles of Curriculum(Shepard, 2001)

All students can learn

Challenging subject matter is aimed athigher order thinking and problemsolving

Diverse learners are given equalopportunities

The relationship between learning in andout of school is authentic

Students foster important dispositionsand habits of mind

Students enact democratic practices in acaring community

Curriculum and Assessment(NAEYC (2003)

Children are active and engaged

Goals are clear and shared by all

Curriculum is evidence-based

Valued content is learned throughinvestigation, play, and focused, intentionalteaching

Curriculum builds on prior learning andexperiences

Curriculum is comprehensive

Professional standards validate the curriculumssubject-matter content

Curriculum is likely to benefit children


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Key Points for ConsiderationActive LearningExperiences

Role Playing

Creative Dramatics

Simulations Pantomine

Games

Art Activities

Storytelling

KWL Chart K: Wht do we know

W: What do we want to know or wonder

L: What we learned

Questions to ask children in curriculum development: What do you wonder/want to know about

What can we do to find out

What materials do we need

What will you bring and what would you like forme to bring

Several researchers purport that activity generateslearning

Learning should be hands-on

Points of Consideration


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Points of Consideration

Curriculums must respect diversityand the range of childrensdevelopmental needs

Teachers sometimes plan acurriculum for the entire year..

While this can be a positive, thecurriculum must have room forchildrens input

Start with a needs assessment

to discover childrens needs

Curriculums should emphasizeacademic needs, developmentalneeds, social/cultural needs

Project work Thematic work

Question/problemfocused activities

Put children in control oftheir learning.

This is new to them and

often stimulates growth inall areas

Assessment Tools


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Assessment Tools

Informal Assessment

Observations

Anecdotal comments

Brief conferencesummaries

Checklists

Rating scales

Performance samples

Portfolio entries

Journals

Learning team reports

Formal Assessment

School readiness

assessment

Developmental screening

Achievement tests

Key Points of Consideration


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Key Points of Consideration

Research indicates that delaying school entry does

not, in most cases, benefit children

Group-administered standardized achievements test

are not recommended before the third grade(Kamii, 1990; Eliason and Jenkins, 2008, pp.71)

developing partnerships with parents 3

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