Welcome to LAMC CD 2: Early Childhood Principles & Practices Spring 2015 Thursdays 8:50 am to 12 pm Dr. Allen Week 2!

Your words and experiences….

Review: Foundations of Preschool Individuals with Disabilities Education Act (IDEA), Parts B & C: Nations education law: free appropriate public education Assists birth – 21 years of age (part B) Services to infants & toddlers (part C) IDEA- B & C- ensures that public programs like Head Start are inclusive to special needs children/

Review: Types of programs Center based: non-residential center, 13+ children CB: are licensed by state; regulations & quality varies from state to state Half day to full-day programs Infants to kinder May be funded by parents, state, private, church, employer, etc.

Head Starts: Funded by state; nationwide “Compensatory” sites: originally used to compensate for deficiencies in the child’s home 1965: to offer comprehensive education, nutrition, health & parent involvement, for children living in poverty 1994: Congress created Early Head Start; for pregnant women, infant & toddlers

Types of programs contd. Montessori Schools: Privately funded schools Ages 3 to 6 years Multiage classrooms Children choose, freely to work with specially prepared materials Individual learning Start at 45 sec.

Family Child Care: Care for a small group of children in a “provider’s” own home (6 – 12 children) Mostly infants & toddlers Smaller, home-like environment; flexible hours Some are licensed by state; most are not licensed Regulations vary from state to state

Todays Topic: What is the role of the teacher?

Todays Topic: The Role of the Teacher Good communication: Teacher need’s to show a positive attitude Parent involvement leads to higher morale of teachers & enhances child achievement Family diversity: Teacher need’s to understand the child’s family, culture & support it as best we can Essential attitudes (Sweitzer & King, 2009): open to diversity, receptive to feedback, flexible, open-minded Teacher should ask appropriate questions about child & family, when they first meet

How do you build an alliance? Show genuine concern for the child, to the parent (families sense the teacher’s good will); parents more likely to forgive teacher; trust building How can you show genuine care? i.Valuing what children made (placing carefully in cubby) ii.Personal belongings are kept track of iii.Children are tended to (i.e. – wiping their nose) iv.Child is clean for pick up (hands, face, etc.) v.Gently enforcing health & safety regulations vi.Curriculum is planned, varied, interesting; families are made aware in advance vii.Adapt program to children with special needs (good-faith effort) viii.Statements to families demonstrate teacher was attentive to what child did (see p. 40)

What is cultural competence? How can it help a preschool teacher? Definition: Cultural competence refers to an ability to interact effectively with people of different cultures and socio-economic backgrounds. Learning about different points of view and beliefs, regarding raising a child (customs, practices, traditions, greetings, leave takings, etc.) Equity minded vs. deficit minded… Which are you?

Prevention: What to do before an unpleasant situation arises… Teacher needs to reflect on their own values & belief system Be honest Know your “red buttons” or “pressure points” that will make you uncomfortable or get you upset Activity: Make a list of your top 5 values

Intervention Stop before you respond verbally Take a minute to breathe & gather your thoughts/emotions Don’t be reactive Listen to the words being spoken; where are they coming from? Intent vs. impact of message Do not defend; respond by rephrasing the statement in an “I” message Refer to director for resolution

Aftermath… what to do after an unpleasant encounter Discuss the matter in a professional manner, only using facts Discuss with a director, or trusted colleague Refer to the NAEYC Code of Ethical Conduct & Statement of Commitment Bring a third party in for resolution In future, think about who is doing most of the talking (then, this person is not listening) Resolution minded: What can we do to relieve this matter?

How would you conduct a conference? Don’t waste your time or the families time; be prepared Observations, or developmental checklists; photos of important activities…professionalize your job! Start by sharing the materials you have prepared (tangible documents) Time to “confer & collaborate” (alliance); let the parent speak & express interests/ concerns/ expectations for their child Set a clear time/date & time frame Avoid interrupting, but keep track of time; do a follow up afterwards Confidentiality