Teaching every child, Reaching every family Children come with increasingly diverse developmental, cultural, linguistic and educational needs. Children.

Slides:

Advertisements

Similar presentations

Bridging Race, Income and Cultural Differences to Support Student Success.

Advertisements

Parent Involvement Presented by: Terri Collier, Title I Coordinator

Developmentally Appropriate Practice

Developmentally Appropriate Practice

Policies & Practices: Making The Home- School Connection Source: Early Childhood Today The Essential Link in Providing Effective Programming That Meets.

Research Findings and Issues for Implementation, Policy and Scaling Up: Training & Supporting Personnel and Program Wide Implementation

Using Assessment to Inform Instruction: Small Group Time

Five Protective Factors

Huff School recognizes that when the spheres of influence, which include the home and the school, are in a partnership of agreement, understanding, communication.

LearningGames and Early Childhood Curriculum Connecting Center-Based and Home Learning Using a Comprehensive Curriculum Hilary Parrish Product Development.

Engaging All Families with Parent Leaders

Families as Partners in Learning What does this mean Why does it matter? Why should we care? How do we do it?

CH. 8-Working with Families on Guidance Issues

Creating Real Parent Engagement in Our Schools

You and Early Childhood Education

Workforce Development and Quality Preschool Marcy Whitebook, Ph.D. Center for the Study of Child Care Employment, University of California at Berkeley.

NSW Curriculum Framework – Creativity

Parent teacher evening 20/2/12

NAEYC Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8.

THE PARTNER PROJECT DR. LAURIE DINNEBEIL THE UNIVERSITY OF TOLEDO Infusing ECSE Content Into Your Child Development Course.

10 Early Childhood Program Standards. Relationships  Promote positive relationships with all parents and children.  Children’s learning is encouraged.

Families as Partners in Learning Principals and teaching staff Session #1: Why are partnerships important?

PARENT, FAMILY, AND COMMUNITY ENGAGEMENT

Creating Meaningful Parent-Teacher Partnerships

Focusing on Diverse Young Learners in State Quality Rating and Improvement Systems Dan Haggard & Alejandra Rebolledo Rea New Mexico Department of Children,

California Parenting Institute Strengthening Families by Building Protective Factors MAY 2011 Grace Harris, Director of Programs

Resources to Support the Use of DEC’s Recommended Practices This presentation and handout were developed by Camille Catlett.

Families as Partners in Learning Principals and teaching staff Why are partnerships important?

NSW Department of Education & Training Aboriginal Education and Training Policy Making it real: Working with Aboriginal Communities.

Resources for Supporting Engagement for Each and Every Family 1.

Orientation. Available for order and download from the Texas Early Learning Council. English Spanish Vietnamese.

Programs That Succeed “Building Student Leadership Teams” The Key to Building Ownership in the Classroom John Chevalier CTE Instructor / Apple Certified.

Frances Blue. “Today’s young people are living in an exciting time, with an increasingly diverse society, new technologies and expanding opportunities.

Early Childhood Environment Rating Scale

© 2007 by Thomson Delmar Learning Chapter 16: Creating Linkages.

INTRODUCTION. 3 major areas of expertise needed by teachers Knowledge of how to manage a classroom Knowledge of subject matter Understanding of their.

You: Working with Young Children Why did you choose to take this class?

Creating a jigsaw for early learning: developing high quality teaching and learning programs for K-3 classrooms Jean Rice September 2008.

“Parent Involvement” is an all purpose term used to describe all manner of parent- program interaction: policy making, parent education, fund raising,

Ilene Schwartz, Ph.D., BCBA-D

CD10: Young Children With Special Needs Chapter 11: Social and Emotional Development.

NC State Board of Education Regions Regions 1 & 2.

WORKSHOP PRESENTED BY: CHERYL ANDERSON, RECE QCCI TRAINING & PD COORDINATOR SEPTEMBER 23, 2014 From Borders to Bridges: Engaging Families in Authentic.

Resources for Supporting Engagement for Each and Every Family 1.

The Power of K: NC Kindergarten Teacher Leader Initiative

Developmentally Appropriate Practices Cynthia Daniel

A Framework for Teaching Charlotte Danielson’s Model SHS – Professional Development 14 November 2012 ( Brenda Baker/Marnie Malone)

Parents, Families, and Exceptionality

Class will start at the top of the hour! Please turn the volume up on your computer speakers to access the audio feature of this seminar. WELCOME TO CE101.

Ch. 6 Family, Culture, & Community

Diversity Matters The Transformed School Counselor Chapter 9 ©2012 Cengage Learning. These materials are designed for classroom use and can be used for.

Class will start at the top of the hour! Please turn the volume up on your computer speakers to access the audio feature of this seminar. WELCOME TO CE101.

FOUR DOMAINS Domain 4: Domain 1: Professional Planning & Responsibilities Preparation Domain 3: Domain 2: Instruction Classroom Environment.

recognises that children learn in their families -- the most important learning for children acknowledges that children, their families & communities.

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Texas Infant, Toddler, and Three-Year-Old Early Learning.

CREATING A WORLD CLASS KINDERGARTEN FINDING EXAMPLES OF EXCELLENCE IN MINNESOTA SCHOOLS.

Family-School Collaboration Lara Pascoe February 10, 2011 Dr. Coleman.

PARENT PRESENTATION “ Our mission is to make your child a productive educated member in society”

Diversity Matters The Transformed School Counselor Chapter 9 ©2012 Cengage Learning. These materials are designed for classroom use and can be used for.

Baltimore County Public Schools’ Office of Equity and Assurance in collaboration with: Department of Professional Development World Languages Special Education.

Making the Connection: Engaging Families to Improve Outcomes for Students with Disabilities NCSI/Cross State Learning Collaborative

April Sherman. My husband & I I am married to my best friend. We have been together almost 14 years and married for almost 9 years. We met while I was.

Observing and Assessing Young Children

Beyond Rhetoric: Shared Responsibility for All Stakeholders in Making Inclusion a Reality Dr. Saroj Thapa Head, Teacher Development, Universal Learn Today,

The Early Years Learning Framework:

Diversity and ECE.

Building Oral Language

Chapter 15: Working with Families from Diverse Backgrounds

Beyond The Bake Sale Basic Ingredients

Presentation transcript:

Teaching every child, Reaching every family

Children come with increasingly diverse developmental, cultural, linguistic and educational needs. Children come with increasingly diverse developmental, cultural, linguistic and educational needs.

Objective: Explore ways in which early childhood professionals can embrace and celebrate the cultural, linguistic and Explore ways in which early childhood professionals can embrace and celebrate the cultural, linguistic and ability diversity of children in our classrooms by establishing respectful relationships with families.

Who’s in the room? Four Teachers and Assistants Four Teachers and Assistants Directors, Principals, Administrators Directors, Principals, Administrators Quality Enhancement Quality Enhancement Head Start Head Start Even Start Even Start Title One Title One Others who are involved in supporting positive outcomes for young children Others who are involved in supporting positive outcomes for young children

What is a family? Family is a group of people who care for one another.

“… family involvement is a complex phenomenon, influenced by class, race, culture, and school and community supports.” Heather B. Weiss, Ed.D Founder & Director Harvard Family Research Project

“Developmental and education research confirms that parental attitudes, styles of interaction, behaviors, and relationships with schools are associated with children’s social development and academic performance.” (Christenson & Sheridan, 2001; Phillips, Brooks, Gunn, Duncan, Klebanov & Crane, 1998)

The sixth domain Family

Things to ponder… Start with you Start with you (Ask yourself, why did I take this job? Why did I decide to work with young children?) Deal with your internal /external fears Deal with your internal /external fears (Openness/Willingness) (Openness/Willingness)

Build trusting authentic relationships Build trusting authentic relationships (When do I start?) (When do I start?) Use communication verbal and Use communication verbal and non-verbal non-verbal (How do I hear, not how can I be heard) (How do I hear, not how can I be heard) Be intentional Be intentional

Embrace all abilities Embrace all abilities (Children with different abilities test your ability) Individual Education Plans Individual Education Plans (Value parents options) (Value parents options)

Break down the barrier walls and turf issues (It’s not about you, it’s about positive outcomes for children) Value differences

Build your resources Build your resources (Research the community, ask parents, ask other teachers ) (Research the community, ask parents, ask other teachers ) Get out of the box and dare to try new experiences Get out of the box and dare to try new experiences (Principal and the bus route) (Principal and the bus route) Find the other way Find the other way (When families don’t respond find another way. Pet Stories included book and small tape records, disposable cameras) (When families don’t respond find another way. Pet Stories included book and small tape records, disposable cameras)

Do you believe?

What happens when families are included… Children’sEmotionalIntelligence is enhanced Children’sAcademic outcomes are higher Families support is stronger Expectations are clear for everyone involved

African Proverb “It takes a whole village to raise a child.” “If it is to be, it must start with me.” -unknown -unknown

What steps can you take to start forming your village?