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NAEYC Standard TWO
Transcript of NAEYC Standard TWO
Well-prepared candidates possess knowledge and understanding of diverse family and community characteristics, and of the many influences on families and communities.
Family theory and research provide a knowledge base. Socioeconomic conditions; family structures, relationships, stresses, and supports (including the impact of having a child with special needs); home language; cultural values; ethnicity; community resources, cohesiveness, and organization - knowledge of these and other factors creates a deeper understanding of young children's lives.
This knowledge is critical to candidates' ability to help children learn and develop well.
2c. Involving families and communities in young children's development and learning.
Well-prepared candidates possess essential skills to involve families and communities in many aspects of children's development and learning. They understand and value the role of parents and other important family members as children's primary teachers. Candidates understand how to go beyond parent conferences to engage families in curriculum planning, assessing children's learning, and planning for children's transitions to new programs.
When their approaches to family involvement are not effective, candidates evaluate and modify those approaches rather than assuming that families
"are just not interested".
NAEYC Standard TWO
Building Family and Community Relations
Candidates prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children's families and communities.
They know about, understand, and value the importance and complex characteristics of children's families and communities.
They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children's development and learning
2b. Supporting and engaging families and communities through respectful, reciprocal relationships.
Candidates possess the knowledge and skills needed to support and engage diverse families through respectful, reciprocal relationships. Candidates understand how to build positive relationships, taking families' preferences and goals into account and incorporating knowledge of families' languages and cultures.
Candidates demonstrate respect for variations across cultures in family strengths, expectations, values, and child rearing practices. Candidates consider family members to be resources for insight into their children, as well as resources for curriculum and program development.
Candidates know about and demonstrate a variety of communication skills to foster such relationships emphasizing informal conversations while also including appropriate uses of conferencing and technology to share children's work and to communicate with families
In their work, early childhood teacher candidates develop cultural competence as they build relationships with diverse families, including those whose children have disabilities or special characteristics or learning needs; families who are facing multiple challenges in their lives; and families whose languages and cultures may differ from those of the early childhood professional.
Candidates also understand that their relationships with families include assisting families in finding needed resources, such as mental health services, health care, adult education, English language instruction, and economic assistance that may contribute directly or indirectly to their children's positive development and learning.
Well-prepared early childhood candidates are able to identify such resources and know how to connect families with appropriate services, including help with planning transitions from on educational or service system to another
The Teacher's Viewpoint
The Family's viewpoint
Building a Relationship
1) From CONNECT Module: Clara, a practitioner, makes an initial home visit with a mother and describes how to begin a family-professional partnership, especially working with families from different cultural backgrounds. (running time: 2 min. 37 sec.)
2) Libby, a teacher in a child care center, and Kim, a parent of a 4-year-old girl (Ella), have a conversation about working together and learning from one another. This conversation highlights developing an initial friendly relationship (running time: 2 min., 35 sec.).
3) Libby, a teacher in a child care center, and Kim, a parent of a 4-year-old girl (Ella), have a conversation about working together and learning from one another. This conversation highlights making shared decisions. (running time: 5 min. 23 sec.)
4) Libby, a teacher in a child care center, and Kim, a parent of a 4-year-old girl (Ella), have a conversation about working together and learning from one another. This conversation highlights addressing challenging issues. (running time: 5 min. 02 sec.)
5) Maggie, a teacher in a child care center, and Latesha, a parent of a 4-year-old boy (Cameron), have a conversation about working together and learning from one another. This conversation highlights making shared decisions.
(running time: 5 min. 23 sec.)
Building a Community through Breakfast Club:
Reflecting on the Parents of Preschoolers
Engaging Diverse Families
Go through each section:
Principles of effective practices
Tools and resources
About engaging diverse families
Definitions for Students and Adults
Practice Responding to Student Questions
What does gay mean?
Watch the DVD,
"WHAT DO YOU KNOW?"
Go through the links below:
Click here to see the trailer for What do you Know?: