Transcript Relationships with Families and Communities, and

Relationships with Families,
Communities, and
Professionalism
Relationships, Structure,
Ethnicity, & Culture
The Harried Woman’s Survival
Kit
Equipment needed: M&M’s
At the first sign of hot flashes, eat a RED one.
Eat the ORANGE to minimize depression.
The GREEN calms your frustrations when you
want to be left alone.
If you feel a headache coming on eat the
ones.
The BLUE ones reduce bloating.
You can eat the BROWN ones ANYTIME!
IF ALL SYMPTOMS OCCUR AT THE SAME
TIME, EAT THE WHOLE BAG!
Family Structure
Traditional Nuclear Family
Extended Family
Today’s Families
(Handout) – Family Examples
Trusting information to make
important decisions
Family Values
Parents and Family Life
Ellen Galinsky has studied work and family
life she did a recent study and looked at
children’s perspectives. Over 1,000
children and 600 parents were interviewed
about parental employment.
The children were asked; “If you were
granted one wish that would change the
way that your mother’s/fathers’ work affects
your life, what would that wish be?
Study Continued
56% of the parents thought the
children would wish to have more
time with them.
The Children, however, wished that
their mothers (34 percent) and
fathers(27.5 percent) would be less
stressed and tired. Eight themes
emerged from the study.
8 Themes
1. Working is not good or bad for
children it’s the parenting that
makes the difference.
2. It’s not just mothering that’s
important; fathering is important too.
3. It’s not quality or quantity time that
make the difference; both make a
difference
4. Parents’ jobs affect how they parent.
8 Themes Continued
5. Children are worried about parents
because of the stress they bring
home.
6. Children aren’t aware that their parents like
their jobs as much as they actually do.
7.Child care does not supplant parent care.
If properly done it supports the families.
8. A large number of parents don’t know
what goes on in their children’s lives.
Family Awareness
1. Activity on Family and Community
Reflection.
2. Community Mapping Discussion and
handout.
Praxis Review
How could a preschool program use
community resources to enhance
student learning? Indicate 5 ways to
access community resources and 5
ways in which students could
contribute to the community.
Family Socialization
Development of trust
The development of independence
The tendency to take initiative
The sense of competence and ambition
Decisions about who one is
Relationships with others
Decisions about future generations
Reflections on one’s life
Praxis Review
How is a child’s learning affected by family
and community characteristics, such as
family structure, socioeconomic conditions,
home language, ethnicity, religion, or
culture, and stresses and supports, such
as special needs, births, deaths, or
divorce? Indicate 5 ways in which a
teacher could be informed of these
characteristics without violating the privacy
of the individual families.
Family Structures
Activity: Let’s explore the types of
families we deal with every day.
Matriarchal Organizations :Mother is
the primary adult with the authority.
Patriarchal Organizations: Father is
the primary adult with the authority.
Egalitarian Organizations: Authority is
shared by both adults.
Contemporary Challenges Faced
by Families
Child Stress:
Separation anxiety
Sibling rivalry
Transition to school
Peer pressure
Learning to develop independence
Challenges Cont.
Parent Stress:
Economic pressures
Crime
Traffic
Job
Child responsibilities
Child care stress
** What are some symptoms of a stressful
family? Discussion
Divorce
Disruptive to the family
Heightened anxiety and stress
Child feeling “stuck” in the middle
Realistic understanding of the
situation
Developing healthy relationships
Teacher and parent supporting the
child or children
Fathers
Involving the father
Head Start – Mandated to become
“father friendly”
Two parent conferences
Inviting fathers to “Donuts for Dad”
Dealing with the binuclear family
situation. (parents share custody)
Poverty
Activity: Could you survive in
poverty?
20% of children under the age of 5
living below the poverty line.
Black children 34%/Hispanic 30%
Early childhood poverty can disrupt
cognitive development and is
associated with social and emotional
problems
Poverty Cont.
Parenting, care giving, and
interactions with children may be
jeopardized by the stresses of poverty
The median income of families with
children hasn’t kept up with inflation
Child care expenses and other workrelated benefits are shrinking and
employers don’t provide many fringe
benefits.
Statistics Each Day in America
1 mother dies in childbirth.
4 children are killed by abuse or neglect.
5 children or teens commit suicide.
77 babies die before their 1st birthday.
367 babies are born without prenatal care.
888 born at low birth weight.
1,154 born to teen mothers.
1701 born without health insurance.
2252 born to mothers with no H.S. education.
2,482 children are confirmed as abused or
neglected.
Activity
Resources: What resources does a
child need to attend school? Let’s
look at some scenarios…
Family Involvement in Early
Childhood Education
Significant research over the last 25 years
has demonstrated that “family involvement
is critical to the educational success of
children” (Kniepkamp, 2005, p. 16).
“When schools acknowledge the relevance
of children’s homes and cultures and
promote family involvement, they can
develop a supportive environment for
learning through meaningful activities that
engage and empower families” (Ramey,
1999).
Benefits to Students
Higher grades and test scores
Better attendance and more
homework done
Fewer placements in special
education
More positive attitudes and behavior
Greater enrollment in postsecondary
education
Everyday Families
1.
2.
3.
4.
5.
Studies have shown that families whose
children experience success in school
found the following in their home life:
A daily routine that includes chores.
Modeling the value of learning, selfdiscipline through family conversations.
Setting high but reasonable expectations
Encouraging children’s efforts and
progress in school
Using family resources for family needs.
Praxis Review
Design an activity that would create a
welcoming environment that promotes
family involvement and partnerships.
Building Partnerships with Families
NAEYC guidelines recommend the
following:
1. Mutual respect in relationships between
teachers and families.
2. Early childhood educators work in
collaborative partnerships with families
establishing regular and frequent
communication.
3. Parents are welcome in the program and
participate in the decisions about their
children’s care and education
Partnerships Cont.
4. Early childhood educators acknowledge
parents’ choices and goals for children and
respond to those concerns.
5. Teachers and parents share their
knowledge of the child and understanding
of children’s development and learning as
part of day-to-day communication and
planned conferences.
Praxis Review
Design an outline for a parent
conference concerning one of your
students. Indicate 5 strengths that
you have observed in the student.
List three areas that parents could
reinforce at home. Be specific
concerning the parental support,
indicating materials and methods that
the parents could utilize.
Basic Tenets of Successful
Programs
The first is that parents are their
children’s first teachers and have a
lifelong influence on their children’s
values, attitudes, and aspirations.
Children’s educational success
requires congruence between the
values that are taught at school and
the values expressed in the home.
Basic Tenets Cont.
Most parents, regardless of their level of
education, economic status, or cultural
background, care deeply about their
children’s education and can provide
substantial support if given specific
opportunities and knowledge.
Schools must take the lead in eliminating,
or at least reducing, traditional barriers to
parental involvement.
Epstein’s 6 Types of Involvement
1. Parenting
2. Communicating
3. Volunteering
4. Learning at Home
5. Decision Making
6. Collaborating with the Community
Activity: Get into groups and fill out the
following chart.
IDEA
In 1990 IDEA replaced the Education
of the handicapped Act.
IDEA 1997: It shifted the focus to
improved teaching and learning
through the I.E.P. It increased the
parent’s role as a decision maker and
promoted meaningful access to the
general curriculum.
IDEA Cont.
It also strengthened “preference for
children with disabilities to be
educated and receive services with
their non-disabled age-mates in
typical early childhood settings”
(Smith & Rapport, 1999). Part B of
this law provided resources and
services for children ages 3 through 5
with developmental delays or a
certified disability. (IFSP)
IDEA 2004
Highly Qualified Teachers
Individualized education programs must
contain annual goals that are measurable
along with a description of the child’s
progress in meeting those goals.
Specific learning disabilities – A new
provision releases schools from the current
to show a severe discrepancy between
achievement and intellectual ability to
determine if a child has a specific learning
disability.
Praxis Review
What are the responsibilities of a
teacher in serving as an effective
advocate for children?
Chunking
Chunking: The process by which the
human brain combines individual bits of
information into more complex sets for
more rapid recall and application
What is automaticity? Can we discuss
some examples that have been
experienced?
Chunking Cont.
The brain’s working memory has two
major limitations:
1. It has a limited capacity. If we teach too
many chunks at one time the brain
doesn’t process them properly.
2. The brain operates as a serial processor
and can only process one thing at a time.
3. Do you know the chunking capacity of
your students?? Discuss…
Chunking
For every 2 years the child is younger
than 15—take away 1 chunk:
Example:
15 – 7 chunks
7 – 3 chunks
13 – 6 chunks
5 – 2 chunks
11 - 5 chunks
3 – 1 chunk
9 – 4 chunks
Misconceptions
Common Causes:
1.
2.
When teachers cover too much content in
too little time, misconceptions flourish.
Oversimplifying the complex: An example
of this would be a teacher utilizing
vocabulary such as “food” and “eat” when
referring to the complex process of
photosynthesis. This allows the students
to make incorrect assumptions based on
passed schema models—and the
misconception begins.
Misconceptions Cont.
3. Teaching in two dimensions: When
we attempt to illustrate a threedimensional occurrence in only two
dimensions, we invite misconception.
Textbooks and worksheets, while
often valuable and convenient, are
limited to two dimensions.
Insight
A misconception “feels just like”
learning. If, during a misconception, a
teacher asks a student if he-she
understands, the student almost
always says “yes.”
Let’s share some examples of
classroom misconceptions…
Myth: Field trips should be taken at
the end of a unit as a “culminating
experience.”
Tips for Success
The connection must be in the past
experience of the learner.
The connection should be made through
examples and active engagement.
Watch for expected misconceptions and
correct immediately.
The critical attributes (parts of a learning
objective) of the connection must match
the critical attributes of the learning.
Personal Relevance
Level 1 Learning: The student is
exposed but never learns the
intended curriculum. Why?
Level 2 Learning: The student learns
through strategies involving time and
effort: highlighting, outlining, reading,
answering questions, practicing,
reviewing, etc.
Personal Relevance
Level 3 Learning: Learning is rapid;
recall is easy; transfer is broad and
creative. How often does this
happen?
Myth: Interesting curriculum
produces the highest level of
achievement.
Truth: Personally relevant curriculum
produces the highest level of
achievement. (Common Core)
Praxis
Indicate 3 ways in which a teacher
can use self-assessment techniques
to reflect on teaching practices and
the learning environment.
Self-Assessment
Portfolios – Most of the time the
teacher keeps these. Why not have
the student help to select work to go
into the portfolio? Discussion….
Timeline Scenarios
1.
2.
3.
1.
2.
3.
Unit Portfolio
Collect items for 3-4 weeks.
Conduct conferences in the last week.
Grade the last week
Semester Portfolio
Collect the entire semester
Allow 1 week for the students to select,
reflect, and organize the portfolios
1 week for conferences and 1 week for
grading.
Portfolios
1.
2.
3.
4.
Year-long Portfolio
Collect 1-2 items each week.
Review all items at the end of each
quarter and select 3-4 items.
Allow 2-3 weeks for reflection,
organization and conferencing.
Allow 1-2 weeks for grading.
Labeling
Best Work
Most Difficult
Most Creative
A Work in Progress
First Draft-more to come…
Metacognitive Reflections
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2.
3.
4.
Reflective Stems
This piece shows I’ve met standard
#_____because…
This piece shows I really understand the
content because…
This piece showcases my
_____intelligence because…
If I could show this piece to anyone—I
would show it to _____ because…
Reflective Stems Cont.
5. People who knew me last year
would never believe this piece
because…
6. This piece was my greatest
challenge because…
7. My parents, friend, teacher, liked
this piece because…
8. One thing I have learned about
myself is…
A Shorter Version
1. What does this piece show about
me?
2. What did I do well in this piece?
3. What do I still need to practice?
4. What help do I need?
Metacognitive Reflection
1.
2.
3.
4.
Teacher Reflective Questions
What were you expected to do?
In this assignment, what did you do
well?
If you had to do this task over, what
would you do differently?
What help do you need from me?
A Few More Questions
One idea I learned today is…
The fact that really surprised me is…
One thing I’ll remember 25 years from
now is…
One idea I would like to learn more
about is…
A Few Final Thoughts!
Graphic Organizers Handout
Discussion: Let’s look at the handout
concerning graphic organizers and
share ways we have used them in the
classroom and how could they be
used or adapted in a pre-school
setting?
Iriscenter.com – Let’s also look at this!
Praxis
How can self-assessment improve a
lesson that failed to meet the
designated goals?