1.1 Chapter 1: Exploring Your Role as a Reflective Practitioner

1.1 Chapter 1: Exploring Your Role as a Reflective Practitioner
Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

1.2 Becoming an Early Childhood Teacher: Questions to Consider
Do I have what it takes to become a good educator of the very young? What do I believe about how young children learn? Why do I want to work with young children? How do I think about concepts such as equity, diversity, and fairness? What personal qualities and abilities do I possess that will make me successful in working with young children? What kind of early childhood teacher do I want to become? How will I demonstrate my commitment to young children through my work? Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

1.3 Professional Standards
Becoming a professional (NAEYC #5) Reflective practitioner continually evaluates the effects of her/his choices and actions on others (INTASC #9) Professional growth, reflection, and evaluation candidates are aware of and reflect on their practice (ACEI #5b) Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

1.4 Teaching in Early Childhood
Complexity of teaching Content Relationships Involves special responsibility Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

1.5 Importance of Education in the Early Years
Period of rapid growth and development Defines perceptions of education Affects self-concept as a learner Affects later educational experiences Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

1.6 Early Childhood Programs
Family Child Care Group Child Care Preschool/Nursery School Drop-In Child Care Public School Kindergarten & Elementary School Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

1.7 Features of High-Quality Early Childhood Programs
Teacher Characteristics Setting Family Support System Program Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

Rethink, reconsider, reflect, rework craft Decision making
1.8 Reflective Practice Rethink, reconsider, reflect, rework craft Decision making Assess consequences Consider what has been called to mind Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

1.9 Starting the Process of Reflection: Questions to Ask
What led me to this career choice? How are my personal characteristics matched to the job? Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

Thinking of myself as a teacher Seeing the child Hypothesizing
1.10 Process of Reflection Thinking of myself as a teacher Seeing the child Hypothesizing Questioning Trying out Reflecting afterwards Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

Task of Teaching in Context Focus on Outcomes for Students
1.11 Levels of Reflection Self as Teacher Task of Teaching in Context Focus on Outcomes for Students Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

1.12 Dispositions of a Reflective Practitioner
Open-mindedness Responsibility Wholeheartedness Mindful/Relationship-Based Practices Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

1.13 Characteristics of the Reflective Educator
Active searches for information to problems Persistent thinks through difficult issues in depth and without tire Careful expresses concern for self and others respects students as human beings creates a positive, nurturing classroom Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

1.14 Characteristics of the Reflective Educator, Continued
Skeptical realizes there are few absolutes maintains healthy skepticism about educational theories and practices Rational demands evidence and applies criteria when making judgments Proactive reflective thinking translated into positive action Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

1.15 Roles and Behaviors of Effective Teachers
Reflective Practitioner considers students, learning, practices, & curriculum Teacher/Researcher collects & uses data to improve learning Professional Collaborator synthesizes literature, considers educational issues, uses human resources to improve education Assessor in a Constructivist Classroom plans meaningful tasks, gathers appropriate evidence, monitors & supports every child’s success Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

1.16 What Is Your Disposition to Become a Reflective Practitioner?
Commitment to children Interest & understanding of children’s development Positive outlook on children & families Risk-taking & learning from mistakes Flexibility in thinking & ability to adapt Mastering content & pedagogy Build sense of community; collaboration & support Address problems & make ethical decisions Pursue professional growth Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

2.1 Chapter 2: Exploring Your Role as a Child Advocate and Understanding History

2.2 Child Advocacy Strategies
Prepare for Advocacy Take Action Share Knowledge & Experience Empower Parents & Families Stand Up for Ourselves Engage in Teacher Research Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

2.3 Early Leaders of Early Childhood
Plato Martin Luther John Comenius John Locke Jean-Jacques Rousseau Johann Heinrich Pestalozzi Robert Owen Friedrich Froebel Horace Mann Montessori John Dewey Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

2.4 Prevailing Views of Children in the Historical Eras
Antiquity Middle Ages Renaissance 18th Century 19th Century 20th Century Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

2.5 Precepts of Early Childhood Education
Young children need special nurturing Young children are the future of society Young children are worthy of study Young children’s potential should be optimized Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

2.6 Influences on Early Childhood Programs
Societal Trends Educational Theories, Trends, and Philosophies Knowledge of Child Development Curriculum Standards Community Expectations Evaluation Criteria Human Resources Financial and Material Resources Pedagogy Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

2.7 Early Childhood Programs Past and Present
Montessori Reggio Emilia Bank Street High/Scope Head Start Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

3.1 Chapter 3: Exploring Your Role in Respecting Diversity and Promoting Equity and Fairness

3.2 Defining Diversity and Equity
Diversity Means Everyone Some Diversities Bring Challenges Everyone Needs to Be Concerned Attitudes and Dispositions Are Important Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

3.3 Multicultural Education
From Civil Rights Movement to Multicultural Education Pathway to respecting, understanding, valuing, and including different cultures and experiences of children in America Purposes (Banks, 2001) Important Idea Evolving Process Valuable Method of Reform Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

3.4 Goals of Anti-Bias Education
Nurture each child’s construction of a knowledgeable, confident self-concept and group identity Promote each child’s comfortable, empathetic interaction with people from diverse backgrounds Foster each child’s critical thinking about bias in human relationships Cultivate each child’s ability to stand up for her/himself and for others in the face of bias (Derman-Sparks & Ramsey, 2006) Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

Social Justice An equal right to basic liberties and opportunities in a fair social system characterized by cooperative relationships between citizens over time (Rawls, 2001) Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

3.6 Becoming an Advocate for Children
Philosophy of teaching Advocacy in action Ways of being an advocate As caring As ethical decision making As talk about children As activism: personal, public, & private sector Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

3.7 Fairness and Equity in the Classroom
Focus on Relationships Focus on Safety and Responsibility to Others Focus on Curriculum Focus on Families and Community Commitment to Diversity and Fairness in Public Spaces Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

4.1 Chapter 4: Exploring Your Role in Promoting Children’s Development

4.2 Principles of Development
. . . occurs in an orderly and predictable sequence . . . in each domain influences and is influenced by development in other domains . . . proceeds at different rates within each individual and within each developmental area . . . is greatly affected by the kinds of experiences children have . . . results from the interaction of each child’s biological, environmental, and cultural influences Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

4.3 Developmental Domains
Physical/Motor Social/Emotional Cognitive Language Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

4.4 Primary Attributes of Young Children
Predictable Patterns of Development Essential Needs Age-Related Characteristics Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

4.5 Essential Needs of Children
Security & Safety Love, Understanding, & Acceptance Competency, Responsibility, & Independence Success, Guidance, & Respect Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

4.6 Developmental Milestones
Infants Toddlers Preschoolers/Kindergartners School-Age Children Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

4.7 Role of the Early Educator
Possess a thorough knowledge of child development Be a keen observer of children Create safe, caring, and appropriate environments for all children Develop children’s social and emotional development Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

4.8 Children with Disabilities
Legislation Categories Inclusion Gifts & Talents Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

4.9 Major Child Development Theories
Psychosocial (Erikson) Cognitive-Developmental (Piaget) Ecological (Bronfenbrenner) Hierarchy of Needs (Maslow) Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

5.1 Chapter 5: Exploring Your Role in Fostering Children’s Learning

What was your least satisfying learning experience in school?
Learning Experiences What was your least satisfying learning experience in school? What was your most successful learning experience in school? Compare and contrast the two List the common features of the group’s successful learning experiences Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

5.3 Features of Authentic Learning Experiences
Use children’s prior knowledge to spark their interest in meaningful, purposeful activities Promote strategic thinking Foster learning through social interactions Are based on each child’s ways of learning and displaying their knowledge Help children apply their learning to other situations Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

5.4 Facilitator Principles
Teachers’ beliefs about learning affect children and their families Teachers create opportunities for co-learning Social interactions and shared experiences increase learning Teachers model and teach lifelong learning skills Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

5.5 Learner-Centered Experiences
Meet the needs of diverse learners Based on brain research Focus on lifelong learning Enhance social and emotional competence as well as intellectual learning Are child-initiated and child directed Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

5.6 Characteristics of Play
Symbolic Meaningful Pleasurable Voluntary & Intrinsically Motivating Rule-Governed Episodic Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

5.7 Major Learning Theories
Maturation Behavioral Social Learning Constructivist Multiple Intelligences Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

6.1 Chapter 6: Exploring Your Role in Creating High-Quality Early Childhood Learning Environments

6.2 Early Childhood Environments
Think about some early childhood environments you have seen . . . What makes one setting preferable over another? Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

6.3 Attributes of High-Quality Early Childhood Environments
Organized, challenging, & aesthetically pleasing Create a caring community of learners Reflect clear program goals Protect children’s health & safety Provide access to age-appropriate materials and equipment Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

6.4 Features of a High-Quality Early Childhood Environment
Ideas People Time Space Resources Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

6.5 Guidelines for High-Quality Environments
Arrange space to meet the needs of all learners Use time flexibly Select appropriate learning materials Create a climate that affirms diversity Show students that you care about them and what they are learning Connect with children’s families Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

6.6 Important Environmental Features
Ambiance Privacy Size Density Space Culturally Responsive Anti-Bias Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

6.7 Preparing and Evaluating the Indoor Environment
Room arrangement Schedule & routines Materials & equipment Nutrition & fitness Evaluation: Physical characteristics Social characteristics Unique qualities of the local community Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

6.8 Preparing and Evaluating the Outdoor Environment
Provides a wide range of diverse activities Has plenty of well-organized space Provides access from indoors Allows for adult supervision Has unstructured, movable equipment and materials Has aesthetic surroundings Has defined zones for different activities Evaluation: space, materials, learning experiences Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

6.9 The Inclusive Environment
Adapt the environment for children with: Limited Motor Abilities Access, circle time, art, books, computers and technology, space Sensory Impairments Vision, hearing, touch, smell Diverse Academic Needs Space, time, transitions Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

6.10 Attributes of an Environment That Affirms Diversity
Security Identity Responsibility Dignity Community Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

7.1 Chapter 7: Exploring Your Role as a Curriculum Developer

7.2 Influences on the Curriculum
Social Political Educational Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

Provide for all areas of a child’s development
7.3 Principles of Developmentally Appropriate and Effective Early Childhood Curricula Provide for all areas of a child’s development Include meaningful content that is worth knowing Culturally relevant Clearly stated outcomes for all children Developed by confident teachers Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

7.4 Early Childhood Curriculum Developers understand and use . . .
their knowledge of children’s growth and development to plan and enhance learning the content they teach to create a curriculum worth teaching teaching strategies that help children become successful learners curriculum for diverse populations their realization that the curriculum reflects their own personal values, beliefs, and expectations, as well as knowledge and pedagogy Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

7.5 The Written Curriculum
Content and Performance Standards Content Areas Domains Integrated Curriculum Emergent Curriculum Culturally Responsive Curriculum Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

7.6 Characteristics of Meaningful Curriculum
Relevant Promotes active learning Designed by and with children Integrates child development and content knowledge Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

7.7 Building a Meaningful Curriculum
Unit Approach Project Approach Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

7.8 Theoretical Perspectives
Traditional Knowledge-centered Experiential or learned Behavioral Constructivist Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

Jalongo & Isenberg, Exploring Your Role, 3e
9.1 Chapter 9: Exploring Your Role in Documenting and Assessing Children’s Learning Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

9.2 Early Childhood Assessment: A Question to Consider
What do you feel are the most notable purposes of assessment? Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

9.3 Main Purposes for Assessment in Early Childhood
Plan instruction Communicate with parents and families Identify children and families who have needs Evaluate programs Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

9.4 Assessment Fulfills its Purpose When . . .
it has a specific and appropriate purpose it is reliable and valid it has tasks suited to developmental levels it takes linguistic and cultural differences into account the results are used to benefit the child the process values families and communicates data to them (Gullo, 2006) Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

9.5 Your Role as an Evaluator
Recognizing unethical, illegal, and inappropriate assessment methods and uses of information Choosing and developing appropriate methods Administering, scoring, and interpreting results Communicating assessment results, as appropriate Involving children and families in the assessment process Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

9.6 Approaches to Assessment
Norm-Referenced or Standardized Criterion-Referenced Performance Assessment Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

9.7 Methods for Observing and Recording
Anecdotal records Time sampling Event sampling Checklists Rating scales Mechanical means Interviews Drawings Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

9.8 Indicators of a Balanced Assessment Program
Student motivation to learn Child and family participation Recognition that errors are part of the learning process Varied opportunities to demonstrate knowledge Recognizes the limitations of measurement Does not confuse measurement with curriculum and instruction Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

9.9 Minimizing Test Anxiety
Focus learning away from the test Explain the nature of the tests Select culturally relevant tests Appreciate students’ cultural backgrounds Be aware of influences on student learning Implement a curriculum theory (Cizek & Burg, 2006; Garcia, 2002; Kirylo, 2006) Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

8.1 Chapter 8: Exploring Your Role in Planning for Children’s Learning

8.2 Importance of Planning
What do you feel are the most important concepts to consider while planning classroom activities? Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

Long Term Short Term Yearly Semester Quarterly Unit or Project Weekly
8.3 Types of Planning Long Term Yearly Semester Quarterly Unit or Project Short Term Weekly Daily Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

8.4 Essential Components of Good Planning
Know the children Child development and learning Individual needs, abilities, and interests Social and cultural contexts Know the content and concepts to be taught Plan a variety of experiences for diverse learners Plan appropriate methods of assessment Plan to reflect on your teaching Allow time to plan ahead Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

8.5 Elements of Effective Planning
Goals and objectives Processes and procedures Activities and lessons Assessment and evaluation Differentiation Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

Phase 1: Getting Started
8.6 Planning a Project Phase 1: Getting Started Have several discussions to select and refine topic Brainstorm ideas and make a web of topics and questions to be answered Phase 2: Field Work Provide many opportunities for direct investigations Phase 3: Culminating and Debriefing Events Prepare and present the results of the investigations in various ways Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

8.7 Planning an Integrated Unit
What is the core concept? What is the topic or unit focus? What are the content areas that will be integrated? What are the materials, resources, and field trips needed? What is the culminating activity? How will the unit be introduced? How will children’s learning be assessed? How will the teacher be evaluated? How will the unit be improved? Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

10.1 Chapter 10: Exploring Your Role in Guiding Children’s Behavior

10.2 Child Guidance: Questions to Consider
What is the teacher’s role in guiding behavior? What are some underlying causes of children’s behavior? What characteristics do you feel are most important in fostering effective communication between teachers and students? How can we use research to equip ourselves to deal with violence, aggression, and conflict? Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

10.3 General Goals of Child Guidance
Create order so the group can function effectively Teach children to take responsibility for their own actions and acquire self-discipline Teach children to handle emotions and express feelings in appropriate ways Foster cooperation among children and adults Teach children the social responsibility and ethical principles needed to function as citizens in a democratic society Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

10.4 Your Role in Child Guidance
Is it necessary? Is it productive? Is it fair? Is it age appropriate? Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

10.5 Underlying Causes of Children’s Behavior
Physical Environment Basic Needs Are Unmet Curriculum Problems Cultural Differences Special Needs Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

10.6 Preventing Behavior Problems
Coach children to build prosocial skills Build positive interactions Know children’s abilities and limitations Have a well-organized classroom and established routines Discuss rules and consequences Teach, model, and review appropriate behaviors Learn to be a troubleshooter Avoid reinforcing wrong sorts of behavior Think before you speak Choose your battles Use children’s literature Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

10.7 Six Precepts of Child Guidance
Identify with the child, not with the label Focus on the child’s needs, not with the adult’s fear of failure Go back to the basics in difficult situations Don’t expect that you can make it all better Follow the child’s lead Learn how to talk with children about appropriate behavior Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

10.8 Effective Communication Occurs When Teachers. . .
Respect the child’s point of view Use a pleasant, calm, normal tone State clear, simple, polite, and firm expectations in a positive way Offer appropriate suggestions and alternatives Verbally appreciate children’s appropriate behavior Express feelings in appropriate ways Use humor to reduce tension Are consistent and predictable Use positive, affectionate nonverbal communication Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

Media Violence Family Violence Community Violence

Is in the eye of the beholder Consider the child’s needs
10.10 Aggression Is in the eye of the beholder Consider the child’s needs Work with the total group Is affected by social context Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

Teasing and name calling Shifting blame
10.11 Types of Conflicts Possession disputes Attention getting Power struggles Personality clashes Group-entry disputes Aggressive play Teasing and name calling Shifting blame Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

10.12 Making Group Decisions
Respect and Tolerance Timing and Patience Imagination and Leadership Cooperation and Communication Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

10.13 Strategies for Making Group Decisions
Explain what a decision is Brainstorm and record ideas Decide what most people want to do Follow through with the plan Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

Jalongo & Isenberg, Exploring Your Role, 3e
11.1 Chapter 11: Exploring Your Role in Supporting Families and Communities Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

11.2 Guidelines for Working Effectively with Families
Respect differences in teachers’ and parents’/families perspectives Meet standards for working with parents/families Confront your own biases about working with families Learn more about cultural differences Expand your definition of caring to include out-of-school contexts Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

11.3 Guidelines for Working Effectively with Families, Continued
Recognize that early childhood educators are in a unique position to identify children’s needs and inaugurate families’ interactions with schools Appreciate the importance of effective communication and professionalism in interactions with families Reach out to families and communities Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

11.4 Characteristics of Well-Functioning Families
Communication Cohesiveness Adaptability Clear roles Shared time Shared values Social support Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

11.5 Communicating Effectively with Families
Schools are expected to meet more than academic needs Confront your own biases about families Teachers bear the responsibility for reaching out to parents, families, and communities Explore the many dimensions of your role in working with families and communities Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

11.6 Six Types of Family Involvement
Parenting Communicating Volunteering Learning at home Decision making Collaborating with the community Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

11.7 Ways to Build Rapport with Parents/Families
Try to ease families’ concerns about children’s adjustment Strive to communicate by keeping professional jargon to a minimum Keep it easy for the family to stay informed Offer opportunities for families to gather informally and network Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

11.8 Ways to Build Rapport with Parents/Families, Continued
Schedule meetings at various times Use a variety of strategies to enhance communication Strive to identify with and meet the special concerns of families Be sensitive to some family members’ discomfort in the school setting Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

11.9 Ways to Build Rapport with Parents/Families, Continued
Keep a problem-solving focus instead of blaming Focus on all families Give parents latitude to contribute in their own ways Admit when you need to seek outside assistance Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

11.10 Features of a Productive Conference (Seplocha, 2004)
Flexible conferencing schedule Enough time for the conference A prepared child A welcoming atmosphere Teacher preparation and organization Cultural appropriateness and sensitivity Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

11.11 Features of a Productive Conference, Continued (Seplocha, 2004)
Positive opening to the conference Encouraging family members to share their perspective Restraint Avoidance of jargon Shared suggestions for at-home activities Positive closure to the conference Reflection and documentation Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

11.12 Features of a Productive Conference, Continued (Seplocha, 2004)
Your role following the conference: Make a note of important points discussed Review conference notes and share as needed Summarize follow-up responsibilities Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

11.13 Evaluating Your Role in the Conference (Seplocha, 2004)
Did I share a positive anecdote? Did I start by stating the purpose? Did I share information about the child’s strengths? Did I share work samples? Did I encourage parental information and questions? Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved.

1.1 Chapter 1: Exploring Your Role as a Reflective Practitioner

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1.1 Chapter 1: Exploring Your Role as a Reflective Practitioner

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