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Director Presentation - wk 5

Presentation to encourage partnerships in order to develop adaptive skills in young children.
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Sheila Epper

on 25 May 2016

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Transcript of Director Presentation - wk 5

Family-Centered Preschool Programs:
Developing Parent and Community Partnerships in Early Childhood Education
Sheila Epper
ECE:313 Collaboration with Parents and Community
Ann Zucker
October 7, 2013
Family-centered early childhood education is the connection between the "context in which children grow and develop" (Wardle, 2013). These contexts include the family, community, and the early education program. Because the family structure is based on its culture, race, ethnicity, immigration status, and socioeconomic status, it is unique to the individual child and his learning. A family-centered approach to education is considered "holistic" (Wardel, 2013) because it takes the "whole" child into consideration. This means that the child's individual development, home culture, community, and educational practices are connected and collaborate with one another in order to provide the best developmental benefits for the child and family.
Unique


Diversified
Early Education Programs connect and build relationships...
Resources
Support
Collaboration
Collaboration
Resulting in a culturally diverse, autonomous, emotionally secure, adaptive, problem solving explorer.
The WHOLE Child
Introducing...
Adaptive children need...
Parent Involvement
Takes an active interest in and advocates for the child and his education.
Supports and provides opportunities for the child's initiative interests.
Engages through talking, reading, cuddling, and playing with the child.
Is sensitive and nurturing to needs.
Appropriately praises and disciplines.
Effectively communicates.
Sets clear boundaries and is consistent with expectations.
Contributes to the child's educational program.
Community Involvement
Is a resource to enhance development.
Provides support groups for both adult family members and children.
Offers services for specific needs.
Maintains culturally relevant resources.
Offers technology based involvement.
Early Education Involvement
Supportive to the diversity of families and children.
Empowers and includes families by giving them an active voice.
Connects families to resources and the life of the education program.
Offers education and guidance.
Provides culturally relevant and unbiased education.
Establishes open communication.
Positive Self-Esteem
Self-efficacy
Social competence
Self-image
Opportunities
Children need to feel empowered to make decisions and to do things for themselves, such as choosing what clothes to wear to school.
They need to have opportunities where they can problem solve and have responsibilities, such as feeding the class pet or figuring out how to build a tower without it falling over.
Positive, Sensitive, and Nurturing Role Models
Positive role models model appropriate behaviors. They are responsible and positive minded. They build positive relationships, actively problem solve, are responsive and sensitive to the child's specific needs and supportive to children who struggle.
Self-Efficacy
This is the child's belief in their own competence in regards to a specific task or skill. Children who believe they can "accomplish a task have high self efficacy" (Wardle, 2013) and are more willing to try new things.
Social Competence
This is the child's ability to make and maintain relationships and relies upon:
* Emotional regulation - appropriately responds to whatever is going on in the environment.
*Social knowledge and understanding - understands the "popular norms and language used by peers and how to communicate effectively"(Wardle, 2013).
* Social skills - having the ability to initiate appropriate play with other children.
Self-Image
This is how the child views himself based off his interpretations of the responses he receives from his environment. It is interactive and always changing.
What are Adaptive Skills?
Adaptive skills are learned from "competent, caring adults and supportive environments" (Wardle, 2013). Adaptive behaviors include "social responsibility, self-help skills, and self-regulation skills" (ParaeLink, 2013). Children with adaptive skills develop resiliency and can "take advantage of positive family and societal supports" (Wardle, 2013) when they experience negative situations or stress, such as abuse.
Self-Help Skills
Self-help skills are related to the tasks the child has learned to do for himself, as well as other simple tasks such as pushing in a chair. Eating, toileting, and dressing himself are self-help skills.
Pro-Social Skills
These are the skills needed for positive peer and adult interactions, making choices, communicating needs, and problem-solving.
Self-Regulation Skills
This is the "ability to monitor and manage emotions, thoughts, and behaviors (committee for children, 2013). Children who learn to self-regulate emotions have better social skills with adults and peers, focus better, have a positive attitude, and higher efficacy.
Working together to develop adaptive skills
In the classroom
Self-help skills for 3 to 5 year old children are important to the class culture. At this stage, many children are beginning to care for their personal needs and want to help others. They are developing independence and autonomy and need to feel empowered in decision making. Toileting is important at this age, as well as minor tasks such as dressing and helping care for the classroom and materials.
At home
Self-help skills at home are also important to this age. Children at home like to help around the house and can be given small tasks, such as putting clothes in the hamper. They also enjoy doing for themselves and are learning to brush teeth, bathe, tie shoes, etc.
Strategies for Teaching Self-Help Skills in the Classroom
Helping Families Utilize Self-Help Strategies at Home
For us to help you utilize classroom strategies at home, it is important for us to know more about your family and culture and your personal and how you want to promote autonomy and independence in your child. As a supportive partner, we can work on the the same developmentally appropriate skills. For instance if your child is learning to tie his shoes, we can also provide opportunities to do the same. We can also keep open communication regarding what skills your child is working on at school and provide you with ways to extend this learning at home. As an example, if we are working on fine motor skills used for self-help activities, you can have your child sort and count fruit loops. It is also important to know that in this stage, children want to do things for themselves and others. Therefore, it is appropriate to allow them to assist with small tasks, such as collecting laundry. You can also develop these skills by empowering and supporting your child to make choices on his own such as choosing what hat to wear or what game to play.
Community Resources Focusing on Self-Help Development
At Home
Children displaying positive social skills at home, would demonstrate loving and caring relationships with family members. They would also model the social skills of family members, such as passing food at the table rather than throwing and by saying "please" and "thank you".
In th Classroom
Positive social skills in the classroom mean that children can cooperatively work with peers, communicate effectively, maintain positive relationships and actively work to resolve conflicts. This means that children who have developed these skills understand that there are more appropriate and inappropriate ways to interact. Due to family diversity and differing expectations, such as interdependence, teachers will need to work with families.
Community Resources Focusing on Pro-Social Skills
A Place of our own. (2007). Topics. Retrieved from http://www.aplaceofourown.org/topic_index.php

This website offers a variety of resources and support for early childhood caregivers and parents to help children acquire cognitive, social, emotional, and physical skills, as well as nurture language and literacy development
Helping Families Utilize Pro-Social Strategies at Home
In the Classroom
Because children are exposed to lots of opportunities and differing personalities in the classroom, self-regulation is important to the classroom life. Children can become extremely excited or unbearably upset and these extremes can be difficult for everyone involved. Self-regulation mean the child understands and can communicate his feelings, as well as, control extremes in emotions.
At Home
Helping Families Utilize Self-Regulation Strategies at Home
Have a "game plan" (KVPIPBS, 2009) that exposes children to new environments and diversity. We can help parents by offering part-time care, as well as Parent Night Out services. Secure attachment is important to developing self-regulation skills; therefore, it is important for families to be responsive to needs, talk to their child, and support their child's efforts. Families can reduce stress by creating a consistent schedule and routine and by providing opportunities for the child to be autonomous. Children want to show off what they can do. Offering praise and rewards build self-esteem. Parents can also model the behaviors they want to see in their child and help their child problem solve better solutions to unregulated emotions. Asking questions such as "what do you think?" get the child to develop cognitive skills needed for understanding how control emotional responses. This also "shifts the responsibility of learning to the child" (Siegle, n.d., sec. 11).
Community Resources Focusing on Self-Regulation Skills
O2BKids! (1998). Retrieved from http://www.o2bkids.com.
O2B Kids! is an "Edutainment Company" (O2BKids)that offers many opportunities for children to develop social and emotional, language, physical, and cognitive skills.
Collaboration
Culturally Inclusive
Education Focused
Emotional Support
CHECK it Out!

References:

A Place of Our Own. (2007). Topics. Retrieved from http://
www.aplaceofourown.org/topic_index.php

Jacksonville "Hands On" Children's Museum (Est., n.d.).
Retrieved from http://handsonchildrensmuseumjax.startlogic.com/

O2BKids! (1998).
Retrieved from http://www.o2bkids.com/default.aspx


ABCmouse.com (2007)
Retrieved from http://www.abcmouse.com/schools

Early Steps
Department of Pediatrics, UF Health
Retrieved from http://www.hscj.ufl.edu/pediatrics/early-steps/

Funology (2013)
Retrieved from http://www.funology.com/
What is a family-centered approach?
Strategies for Teaching Pro-Social Skills in the Classroom
Strategies for Teaching Self-Regulation Skills in the Classroom
With Families
With the Community
To Each Other
Services
Jacksonville "Hands On" Children's Museum. (Est. n.d.)
Retrieved from http://handsonchildrensmuseumjax.startlogic.com/index.html

This children's museum promotes learning and discovery through a hands-on approach. Many of the hands-on activities foster physical skills needed for performing self-help skills. These same activities also encourage positive interactions with the environment, such as grocery shopping, while again developing self-help skills and independence.

ABCmouse.com Early Learning Academy (2007).
Retrieved from http://www.abcmouse.com/schools.

ABCmouse.com is an interactive website that supports the Common Core Standards while focusing on major subject areas. Although this is a fully interactive web based program, the activities not only focus on academic achievement but also on cognitive development and fine motor skills. Both are needed for the development of self-help skills. This site is also allows teachers and families to work together on student goals.
Early Steps Department of Pediatrics, UF Health
Retrieved from http://www.hscj.ufl.edu/pediatrics/early-steps/

Early Steps is a Children's Medical playgroup designed to be a developmentally supportive early intervention group for children with developmental delays.
Funology (2013)
Retrieved from http://www.funology.com/
Funology is the "ultimate parenting toolbox" (Funology, 2013). This website is loaded with lots of activities that support parent involvement while providing initiative opportunities and self-regulation for children.
Wardle, F. (2013). Collaboration with families and communities. San Diego:CA Bridgepoint
Ed., Inc.

Committee for children. (2013). Ready to succeed in school: self-regulation skills and
the new second step early learning program. Retrieved from http://
www.cfchildren.org/advocacy/social-emotional-learning/early-learning-self-
regulation-skills.aspx

Siegle, D., and Reis, S. (n.d.). Increasing academic achievement study. Retrieved from
http://www.gifted.uconn.edu/siegle/selfregulation/section11.html

KVPTPBS. (2009, May 6). Separation anxiety [Video file]. Retrieved from http://
www.youtube.com/watch?v=MCsf1KhjH18e

eHow. (2008, Dec. 7). Montessori methods and activities: Self-help skills in montessori
[Video file]. Retrieved from

Kalish, L. (2012, Sept. 24). How to help improve attention and impulse control with self-
regulation skills [Video file]. Retrieved www.youtube.com/watch?v=O-1f5i15QhI

Para e Link. (2013). Development of adaptive behavior. Retrieved from http://
paraelink.org/eck1/eck1_6.html
Community Resources:
Self-regulation skills at home help children identify with their feelings and emotions and learn to positively regulate or manage them when they are faced with frustrations or other life challenges. Children need to have positive attachment, autonomy, role models in order to develop positive self-regulation skills. The way in which an adult handles frustrations, is the way the child will, also.
Partnerships
Relevant

Skill Development
Adaptive Skills
The Whole Child
In the classroom, we foster self-help skills by allowing children to have choices. Making choices such as where they want to play, empowers the child and builds self-esteem. We also encourage children to take part in caring for themselves. Certain skills, such as lacing and zipping build independence. We also encourage self-help development by having classroom helpers who help push in chairs, turn off the lights, and feed the class pet. Providing opportunities, such as coloring, writing, painting, and cutting develop fine motor skills necessary for self-help development.
In the classroom, we work on pro-social skills every day by the way we model interactions between children and other adults. We are also model what is expected of the children. For instance, we eat with the children, use manners, walk in the classroom, use inside voices in the classroom, and sit in chairs. We have age appropriate rules, such as one person talks at a time, and we are consistent with expectations. The children have many opportunities to work together in both small and large groups which allows them to build and maintain positive relationships. When conflicts occur, we assist the children with problem solving and resolving the problem in a way that is acceptable. For children who are English learners or new to the classroom, we use a buddy system so that all children feel connected, involved and important. Our curriculum and class environment is also designed to represent the social diversity within our classroom.
Because social development is hugely related to the home environment and culture, it is important to know these differences so that we are collaboratively working on socially acceptable social skills for your family culture. As a partner, we can establish consistent expectations and actively model what we want children to say and do. We recommend that families set aside time with individual children in order to build positive one on one connections. One of the most effective ways to build pro-social skills is by talking with, listening to, and reading stories to your child because developing effective communication skills leads to a higher social competency. Self-image is directly related to social development and therefore, children need opportunities to be social with both peers and adults. Taking your child to the park, a local play group, or to the library will provide him with peer interactions. Visiting a museum, the grocery store, or a book store offer adult interactions with children.
We teach self-regulation skills in the classroom providing a nurturing, culturally relevant, responsive, caring, and supportive program. What this means is that we develop regulation skills by helping children understand and label feelings and emotions in themselves and others; while learning to control their own personal responses. Emotion pictures and mirrors help children know what an emotion looks like and understanding the feeling means we learn to describe how it feels. This means language development is a very important factor for positive regulation. Therefore, talking with children and encouraging problem solving are important to self-regulation. We also support autonomy and initiative actions by allowing the children to have choices and to freely discover. We help reinforce positive regulation by acknowledging acceptable emotional responses, praising, and by helping children problem solve better solutions.

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