ECE 631 Ashford Wk 3 Communicating Engaging and Encouraging Family Partnerships Discussion

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Children, Families, and Communities Guidebook: Communicating, Engaging, and Encouraging Family Partnerships

[CLOs: 1, 3, 4]

This week you will continue to develop your Children, Families, and Communities Guidebook by completing the Communicating, Engaging, and Encouraging Family Partnerships section. This week’s readings included Chapters 8-10 of the Gestwicki text, which focuses on building family partnerships through effective communication. For this assignment, you will develop a section of your guidebook that includes a plan for a Family Night. This plan will allow you to share with your families examples of your curriculum, examples of instruction, your learning environment, and diversity considerations that you foster in your classroom. An example of this section and requirements can be found in the Instructor Guidance.

Guidebook Setup: This week, you will continue to develop your existing work by adding a new section titled, “Communicating, Engaging, and Encouraging Family Partnerships.” You will continue to build your Guidebook, using your chosen format from last week.

Guidebook: Communicating, Engaging and Encouraging Family Partnerships Section. For this section, you are going develop a plan for a Family Night in your classroom. You will create several communication examples to share with families during this night. They will include:

  • An invitation that encourages them to come to this event. Try to get them excited about it and explain the importance of their attendance.
  • A written transcript for an introductory welcome speech for the event
  • A plan for children and families to explore the curriculum centers or activities in your learning environment. For this plan, explain four specific activities that families and children could do together during this event. For example, you might plan for children to read a short book with their families in the library area of your classroom and then draw their favorite character on a classroom bulletin board.
  • A description or visual layout of how the learning environment will be set up for this event. Be sure to specifically describe how the learning environment will incorporate your teaching philosophy and cultural competence.
  • A transcript for a closing speech that explains the importance of maintaining a close partnership throughout the year.

Content Expectations:

  • Children, Families, and Communities Guidebook: Communicating, Engaging, and Encouraging Family Partnerships Introduction: Set up your Children, Families, and Communities Guidebook with a section titled, “Communicating, Engaging, and Encouraging Family Partnerships.” For this section, include an introduction that explains what is included and why close partnerships are important for families.
  • Developing a plan for a Family Night: Develop a plan for a Family Night, where families come into your learning environment. Include the following:
    • Invitation: Create an invitation for families to attend this event. Be sure it looks professional, while also getting families excited about it and explaining the importance of their presence at this event. Script for Welcoming Families: Develop a written transcript for an introductory welcome speech for this event. Be sure to explain the purpose of Family Night and discuss why family partnerships are important.
    • Family Participation Activities: Develop a plan for children and families to explore the curriculum centers or activities in your learning environment. For this plan, explain four specific activities that families and children could do together in your learning environment.
    • Learning Environment Description/Visual: Create a description or visual layout of how the learning environment will be set up for this event. Be sure to specifically describe how the learning environment will incorporate your teaching philosophy and cultural competence.
    • Transcript for Closing: Develop a written transcript for a closing speech, thanking families for coming to this event and reviewing the importance of maintaining these partnerships throughout the year.

Writing and Formatting Expectations:

  • Resource Support: Writing is substantiated by at least three supporting resources.
  • Organization: Demonstrates logical progression of ideas within the writing.
  • Syntax and Mechanics: Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.
  • APA Formatting: Writing includes citations and references in APA format, as outlined in the Ashford Writing Center.

Suggested Assignment Length:
In general, your assignment should be approximately three to four pages in length.

Next Steps: Review and Submit the Assignment:

Review your assignment, referencing the Grading Rubric, to ensure you have achieved the “Distinguished” levels of performance for each criterion. Next, submit your Children, Families, and Communities Guidebook to Waypoint for evaluation no later than Day 7.

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

Unformatted Attachment Preview

Running Head: PARENTING ROLES 1 Parenting Roles April Martin ECE631 Instructor: Dawne Hill June 22, 2020 PARENTING ROLES 2 Introduction Parents play essential and equally critical roles in the parenting and nurturing process of their children. There are seven leading roles that parents have assumed as responsibilities to their children as they grow up. Nurturer This parenting role involves the day to day duties of a parent, such as physical protection, love, and general care. Parents demonstrate this by feeding their children, showing affection, comforting them, and all the activities that bring the parent-child attachment (Watts, 2020). Children who receive this appear loved, confident, and aggressive, while those who lack it tend to violent, rude, and weak. Worker This role reflects parents who often have to juggle between work and their families. They are likely to be stressed and overworked due to the heavy workload and less rest. Children tend to lack attention and may also miss a few moral values. They may also have poor grades due to the psychological need not being met. Consumer The consumer parent focuses on spending every possible income on the child's care. Children's needs, such as education, health, and entertainment, are taken care of by this parent. The parents tend to have a sense of entitlement because of the culture of providing for the child that they may have cultivated (Watts, 2020). This role leads to happy and healthy children. PARENTING ROLES 3 However, they have one negative problem; children may never learn to be aggressive and independent at home and school. Community member This role refers to the other external activities that a parent may be involved in, such as religious activities, sports, or membership in various boards. Such duties and events may be very demanding, so parents need to understand which ones are necessary so that they may have time spared for their family and children (Watts, 2020). This role may help children build networks at home and in school, which may be resourceful in times of need. Educator This role is very significant because it takes a lot of parents' time and attention. The parent helps the child to learn most of the things that children learn as they grow, such as speech, hygiene, communication, and continues until the child is an adult (Watts, 2020). This role has varying effects depending on how parents prioritize each one of the factors involved. The parent influences values such as spirituality, discipline, relationships, ambition, and attitude through the role of an educator. Adult relationship This role relates to all the other relationships that parents may have with other people apart from their children. The type of relationship could have an impact on their children. For instance, children who grow in the family that their parents are abusive tend to be paranoid about marriage and a negative attitude towards the opposite gender (Dowling, 2017). Therefore, this PARENTING ROLES 4 role may motivate or discourage children from future healthy relationships with their peers, both at home and in school. Learning resource This online resource offers tips on how a parent may effectively manage to balance work and parenting in a modern set up. It identifies how parents may identify the habits of a child and use proposed strategies to mitigate any negative traits acquired when the parent is at work. This article gives needed information on being involved in child growth even when spending time at work (Dowling, 2017). Through the strategies given, parents may encourage the positive development of their children. . PARENTING ROLES 5 Reference Wadenman Dowling, D., 2017. Balancing Parenting And Work Stress: A Guide. [online] Harvard Business Review. Available at: [Accessed 20 June 2020]. Watts, K. (2020). Seven Roles Parents Play. Retrieved https://prezi.com/ysmoiox-ci_e/seven-roles-parentsplay/?frame=be5d8f952af95c0f642d5e1dd8da5a3e9a62c12b 20 June 2020, from Running Head: GUIDEBOOK 1 Developing Family Partnerships April Martin ECE631 Instructor: Dawne Hill July 1, 2020 GUIDEBOOK 2 Developing Family Partnerships Partnerships build bridges between children and their families, helping them develop skills, attitude, and knowledge they require to become responsible people. Partnership development is one goal of childcare to help children succeed in their homes, community, and schools. Developing a family partnership involves planning and delivering competencies and services that support children and their respective families. Every child service planning should include the family, friends, neighbors, schools, and the community. Family involvement is imminent in every stage of partnership development. Family partnerships also provide links to useful programs, policies, and practices about childcare (Cook & Kilmer, 2012). The NAEYC Code of Ethical Conduct offers guidelines for responsible discipline vital for resolving the ethical issues that arise in early childhood care and education. This section will summarize the ethical ideals involved in developing family partnership, personal commitment statements to the ideals, and action steps to ensure commitment. As a child educational professional, I am bound to ethical responsibilities to families. The first ideal involves soliciting appropriate knowledge to work with families and stay informed through constant education and training. I commit to influencing positively family relations through proper knowledge and competencies. My commitment will include working closely with the families to gain experience and to continue to gain more understanding through constant education and professional practice (Aikens, Cavadel, Hartog, Hurwitz, Knas, Schochet & Tarullo, 2017). The second ideal involves mutuality and trust-building with respective families. I commit to serve with honesty and trustworthiness and help families by establishing mutual relationships with every family I serve. A commitment plan will involve respecting that families are a crucial contributor to child development and include them in every childcare service. I also GUIDEBOOK 3 plan to closely work with the family to provide regular information about childcare and obtain their perspectives (Holmes, Reinke, Herman, Thompson & Danforth, 2019). The third appeal involves the involvement of every family member encouraging inclusive participation and decision making. I commit to ensuring complete involvement and participation of all family members in vital decision making. For this commitment, I plan to explain to every member about the importance of building family partnerships and why their perspectives are crucial in making decisions (Derman-Sparks & Edwards, 2017). The forth ideal involves listening to families, appreciating their strengths and weaknesses drawing opportunities that help families in raising their kids. I commit to listen to and respect family opinions, strengths, competencies, and learn from every family engagement. To ensure commitment, I will involve the family in continues discussions about their childrearing strategies, identify their strengths and capabilities, and build upon these capacity to support them raise their kids (Derman-Sparks & Edwards, 2017). Working closely with every family members would be vital in offering a learning environment for every member. The fifth competency entails ensuring cultural consistency by respecting the beliefs and perspectives of the family members, including language and customs. I commit to recognize and appreciate the culture of every family I work with. I would learn about various cultures and identify beliefs, language, and norms that would help me to work with families from diverse cultural backgrounds (DermanSparks & Edwards, 2017). I would also work with the family consistently to learn from them, especially about their dignity and preferences. The sixth family ideal involves acknowledging the family values concerning childrearing and their right to make vital decisions. I commit to recognize family principles and rights in childrearing. I would regularly engage the family in discussions about how they prefer to raise their kids, morals, and standards they set (Grant & GUIDEBOOK 4 Ray, 2018). From these discussions, I would know how to approach every ethical dilemma respectfully. The seventh ideal concerns information sharing with families about the importance of the early childhood profession. I commit to disclose every vital information about child education and development to families and help them comprehend and acknowledge the early childhood profession and why it is essential. For this role, I plan to offer learning materials to families and arrange forums to explain about child development and education (Grant & Ray, 2018). Also, I plan to create online discussion groups where parents can share information among themselves to boost understanding. The eighth ideal involves helping families understand their kids through communication and continuous development of parental skills. I commit to continually influence parental competencies through education and training to help parents improve their skills and understand their children better through interparental communication. I will undertake parents through education and training programs on how to raise children and what children expect from their parents (Moravcik, Feeney & Freeman, 2016). I would also offer lessons on how parents can establish healthy communications with their children. The last ideal for families involves building support networks and allowing parents to interact with other staff, families, community, and professional services. I commit to support families through network building and provide extensive exposure to parenting environment by allowing them to interact with other families and professions. I would involve the families in benchmark activities where they can learn from each other and the professionals (Derman-Sparks & Edwards, 2017). GUIDEBOOK 5 References Cook, J. R., & Kilmer, R. P. (2012). Systems of care: New partnerships for community psychology. American Journal of Community Psychology, 49(3-4), 393-403. Aikens, N., Cavadel, E., Hartog, J., Hurwitz, F., Knas, E., Schochet, O., ... & Tarullo, L. (2017). Building family partnerships: Family engagement findings from the Head Start FACES study (No. 1ad327a88d74461ead235be7b1360ec9). Mathematica Policy Research. Holmes, S. R., Reinke, W. M., Herman, K. C., Thompson, A. M., & Danforth, L. E. (2019). Family–School Partnerships in Tiered Systems of Support. Establishing Family-School Partnerships in School Psychology: Critical Skills, 42. Derman-Sparks, L., & Edwards, J. O. (2017). Living our commitments: A pledge to all children and families. Exchange. Grant, K. B., & Ray, J. A. (Eds.). (2018). Home, school, and community collaboration: Culturally responsive family engagement. Sage Publications. Moravcik, E., Feeney, S., & Freeman, N. K. (2016). " Make Sure My Child Drinks Her Milk"The Response. YC Young Children, 71(4), 88.
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Explanation & Answer

Attached.

RUNNING HEAD: GUIDE BOOK

1

Communicating, Engaging, and Encouraging Family Partnerships
April Martin
ECE631
Instructor: Dawne Hill

GUIDE BOOK

2

Communicating, Engaging, and Encouraging Family Partnerships
Being a child educational professional, I am the primary custodian of the children
while they are in school. Therefore, it makes me their second parent while they in school and,
by extension, part of the family. Thus, it is essential to create a strong bond between the
child's family while at home and the family in school. The relationship can only be realized if
both families communicate, engage, and encourage the partnership to develop through
regular interaction. The need for a stronger bond is what necessitated the creation of this
guidebook. As envisioned in the guidebook on parents' roles, parents play an essential role in
their children’s' development. They are the role models they look up to for directions.
Therefore, it is crucial we read from the same script and share ideas to ensure the child
develops in a stable environment both at home and in school.
Invitation for the families to attend a consultative camping event at the school
In my original guide book on developing family partnerships, I explained some of our
partnership's ideals. The forth ideal talked of listening as a form of interaction between the
families. Listening involves actively talking to the parents, learning their weaknesses while at
the same time appreciating their strengths. The sharing means that we complement each other
on the weaknesses and strengths to ensure the child is raised well. The consultative camping
event is the perfect way to interact. It will be conducted on the last weekend of the month and
will be at night in the scenic fields near the school. The date is meant to ensure minimal
interruptions to other parenting duties. Camping represents a calming, relaxed, and fun way
for families to interact and share ideas. It will also act as a consultative avenue for parents to
raise their concerns and give their suggestions.

GUIDE BOOK

3

All families are invited to the consultative family campout night. It will be held on the
last Saturday of the month. The event will start at 6 p.m. and run late into the night. I do not
expect there will be any time for sleeping. There will be plenty of fun activities for both
parents and children. You are also advised to bring your swimming gear. The nearby spring is
alluring.
Please also carry your tent gears, bedding, utensils, and toiletries. You can bring some
snacks, but food will be provided. However, it will be raw, so parents are advised to carry
their cooking skills or recipes for the cookout activities. Children are encouraged not to bring
their toys to enable bonding and physical activities. Their parents should accompany all
children. While it is a funfilled activity, there will be time set aside for consultative meetings
between families.

GUIDE BOOK

4

Introductory welcome speech for the family night campout
Dear parents and children,
It is with great pleasure that is welcome you to this special consultative meeting. As
envisioned in our guidebook, communication between me, the child educational professional,
and you are essential. The main aim of this consultative meeting is to create an avenue for
communication, constant engagements, and solid partnerships that will ensure the children
develop into responsible and whole-rounded children. For this reason, these types of meetings
will be conducted regularly. The idea is to share ideas while sorting out issues that may arise
from time to time frequently.
I look forward to having candid and meaningful engagements for the betterment of
our children. I am excited about the role you have accorded me as the second parent to your
children and work to the best of my abilities to fulfill my duties.
Curriculum and activities that children and families will explore during the camping
night
The camping night event will be divided into four main activities. The first event will
be children's activities. The event will start with an optional swimming session for the
children. It will be supervised by trained guards and all parents to ensure the safety of
children. After the swimming session, ...


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