You are a teacher in a pre-school classroom for 4-year-olds. Sarah, who turned 4 in September, has been in your classroom for two months. She cries for the first 30 minutes of each day and refuses to engage in whole group activities, such as circle time or story time. Sarah says that she hates school and wants to be at home with her mom and baby sister. Last week she began hitting other children during outside play time and filling her backpack with toys and books from the classroom centers to take home. Her parents speak Mandarin Chinese and very little English.
As Kostelnik, Soderman, and Whiren (2011) describe, the guidance strategies that early childhood professionals use when children are young, influence the attitudes and dispositions children carry with them into later life. Practitioners and family members who work together create a strong foundation for developmentally appropriate programs for young children.
Using these two Strategies:
Family Involvement Strategies
*show that you truly care about each child * make personal contact with families
* be courteous to family members * treat parents and other family members as individuals, communicate with them, use an adult interpreter with families if their primary language isn't English
Child Guidance Strategies
*authoritative discipline styles which is an effective way to promote self-discipline in children
* authoritative teachers use positive consequences to maintain children's desirable behaviors (Wolfgang, 2005)
*authoritative teachers use logical consequences to help children learn acceptable conduct from the experience of being corrected (Charles, Seuter, & Barr, 2005; Eaton, 1997).
Describe a comprehensive plan to create a partnership with Sarah's family and to support and guide her through her current struggles. Include at least three categories listed from family involvement strategies and at least two child guidance strategies listed above. Describe the reasons for choosing these strategies for Sarah and her family.