Family Centered Early Childhood
Family centered early childhood approaches are good and effective education for children because they teach and help children and their parents to fulfill and achieve attachment, self-help skills, empowerment, pro-social skills, and self-esteem - Family Centered Early Childhood introduction. Attachment is a trusting relationship that preschool children needs. When the children basic needs are met consistently by his parent or primary caregiver, they feel secured and protected. When children enter school, as a teacher, I welcome them with hello and make eye contact. I smile and talk to them and be sensitive and responsive to their questions.
I will have routine and clear age appropriate expectations. I sometimes follow the children’s lead in play and avoid overstimulation and I follow these strategies I have learned from http://www. education. com/reference/article/. “I make myself physically available to my children as much as possible, and focus on them when we are together. I pursue opportunities to learn more about and gain experience with children through reading, classes, volunteering or other opportunities. I am aware of my child’s cues for help or assistance, understand what they mean and respond in a way that comforts the child.
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I respond quickly and consistently to the cues or needs expressed by my child. I respond in a caring, positive and warm way to my child’s needs rather than roughly or harshly. I pay attention to what my child’s signals mean and respond in appropriate, helpful ways. I follow my child’s interests and cooperate with them in play or doing tasks Family Centered Early Childhood 3 rather than forcing the child to follow my own preferences for. I take care not to frustrate my child by watching for signals to stop or slow down interactions that are overstimulating”.
For the parents, I advise them to accompany the children to school and stay with them sometimes because when their parents are with them, they feel more secured. They are confident to observe, discover and learn at school. They see their parents and teachers talk, discuss, and interact with each other. They learn that their parents and teachers work together. For the parents, they feel good and important that they involve in their children’ school. They can see how teacher talk, interactive, and teach the children. They can see how their children learn and how they interact with their classmates.
And every day at home, they should read to their children every day, help them with homework, volunteer at school, watch positive TV shows and do house chore together, ride bikes, swim, walk, and play ball together, and give them hugs and kisses. Second is self-help skill. Self-help skills are the basic skills preschool children needed to take care of their own needs. The examples are self-feeding, brushing teeth, washing hands, dressing, and helping with age appropriate daily chores. As a teacher, I give children age-appropriate experiences and provide the appropriate supports with a lot of time to practice.
I model the self-help skills because children learn a great deal from watching me. I can support parents by providing them about the development of early childhood. I will explain for parent to help the children development by providing safe Family Centered Early Childhood 4 environment. I will suggest that parents encourage and let their children practice doing things for themselves such as self-feeding, independent dressing and grooming, hygiene and toileting, helping with daily chores like table setting and picking up toys. Self-help skills are worth the time and effort for both teachers and parents to help the children.
Third is empowerment. Empowerment is quest for independence and power. Preschool children’s typical behaviors are saying no, exploring, and learning self-help skills to experience independence and power over their surroundings. As the teacher, I have the developmentally appropriate environment for children to create an environment which meets the cognitive, language, physical, emotional and self-help needs with supervised free play. I provide them with many various things to play in a safe, free of hazard and age-appropriate childproofed.
Olivia needed to have opportunity to explore all things around her to find things that she liked to play. Children desire to gain power and control they need interesting various centers where can explore, experiment and make discoveries and connections on her own. . Examples of developmentally appropriate interest areas are literacy, water, dramatic play area, blocks/building, discovery/science, math/manipulative toy, art, and library. I will let children know that they do not always get what they want immediately. They have to wait for their classmates to finish and ask to get it.
Children function best when they know what to expect. I s establish routine, give warnings before transitions, and providing activities and just enough choice for them to do. I use simple words so they can understand and praise them when they do thing Family Centered Early Childhood 5 promptly. If they begin to behave unacceptably by time out within the sigh and follow with reminder of the rules and let them back when they are ready. I encourage them that they need to learn to begin to make decisions for themselves. I give them choices within limit and offer real choices and be firm with limits.
For parents I will advise them that they should modeling their own process by providing safe, stimulating, and developmentally appropriate environments and challenges; teaching healthy boundaries; and validating children for trying, for taking healthy risks, and for listening to their inner truth are all ways that we can empower children. I give them community resources to assist parents with strategies for dealing with children’s empowerment, and the website is www. fcps. edu/cco/prc/resources/ and the phone number is| 703?204?3941. This resource has information and support groups for parents of children
Fourth is pro-social skill. Pro-social skills are the abilities of sharing, taking turns, negotiation skills, and problem solving skills. “Social skills help children improve their ability to assess a social situation, select the appropriate skill, and evaluate the skill’s effectiveness. ” http://www. ldonline. org/article/6036/. I teach children tom build relationship by sharing, taking turn, and talk about their emotions. As the text states: People who have good relationship are likely to work their conflicts in a healthy way (Gonzalez-Mena, J. 2009, Pg 146). I teach them to know about themselves and stand for themselves.
As the text states: Be clear about what you believe in ( Gonzalez- Family Centered Early Childhood 6 Mena, J 2009 Pg 146). If they want something, they should tell clearly. I response to children needs, give them choices within limit and being consistent and loving. I provide them with age appropriate choices to guide her to independence in the caring and positive environment with simple and clear rules with consistency. I use constructive discipline and make sure that children understand clearly about acceptable behaviors and consequences. I motivate student by publicly praising them for their cooperation and good comments.
I work with them to define the problem, identify potential solutions, consider the outcomes of each solution, and evaluate the effectiveness of the solution. I will build healthy relationship with my preschool children with these strategies : •Provide learning environments that are positive, sensitive, responsive and include frequent individualized interactions •Structure the physical environment, equipment and materials in ways that promote quality social interactions among children, parents and teachers •Implement an engaging curriculum that includes opportunities for each child to participate Respect and validate children’s cultural and language backgrounds •Plan and implement experiences that are of interest to children and include content that promotes and sustains the development of positive child-child and adult-child relationships •Provide classroom routines that are consistent and predictable Family Centered Early Childhood 6.
•Use effective well-timed transitions that include warnings about transitions that preview what is going to happen next, and communicate clearly what is expected of children •Provide positive attention that encourages each child Find ways to validate how children are feeling and what they are experiencing •Be actively engaged in learning new things with children •Identify ways to reinforce children’s positive behaviors and learning. (http://www. acf. hhs. gov/programs/ohs/policy/im2008/acfimhs_08_21_a1. html) For parents I suggest they use these strategies. These strategies include teaching their children social skills in settings where the skills will be used and use reinforcement and teach problem solving by asking the children what they did. t happened when the children did it; was the outcome positives, negative, or neutral; and what the child will do next time. Parents also teach children about self-calming skills, being aware of one’s own emotion, recognizing the feelings of other, and use impulse control. Family Centered Early Childhood 7 Fifth is self-esteem. Self-esteem is a valuing process and results from an ongoing self-appraisal in which traits and abilities are acknowledged and evaluated (Gonzalez-Mena, 2009 p205). As the teacher I use scaffolding as a method of assisting the child rather than rescuing the child when they are having troubles.
Children learn from experiences. Scaffolding is a great method to assist children because of its benefits. It motivates children to spend more time on learning the desired skills which are measureable. I can always break a large task into smaller parts for children to complete and when they can achieve the desired skills on their own, I can remove the scaffolding. For example my 3. 5 years old daughter want to learn to ride a bike, and instead of me holding on back of the regular bike with 2 wheels, she would feel that she cannot ride a bike by herself.
A bike with training wheel will let her practice balance, pedal, and steel. She feels like she can ride it herself and proud of her accomplishment. This type of scaffolding will be removed gradually by taking of one training wheel when she is about 5 years old. Then she will continue to practice riding with only one training wheel, and eventually she can do ride without training wheels. I want children to feel that they can do it and feel good about themselves. It gives them courage to try new things.
Helping children build self-esteem is helping them to make good choice about their life, help them feel they are important and appreciated and helpful and smart. Children with good self-esteem are less likely to follow and doing inappropriate things. And I am so happy whenever I heard a child say “I can do it, Look at me, I want to do it by myself, I can do it by myself. ” For parents I will encourage them to work with children sincerely, and Family Centered Early Childhood 8 honestly in an open way to help them achieve their significance, competence, power, and virtue.
They should show children they love them and support them unconditionally by give them a safe and healthy life. They listen and acknowledge their feelings and thoughts. Involve them in family’s decision making and let them help. They teach them to read well so they can understand what they are learning in class and make sure them completes all their homework, make sure they are at their level or above for all subjects in school. They work with them and create environment to help them to success and support their talents and strong skills to their full potential.
They give them age appropriate choices within limit and set realistic expectations with incentives and clear rules with consequences. They let children make decisions themselves and reinforce that children are good, lovable and capable. Family-centered approach are best for children because they help the teacher and parents to work together to maximize the children’s full potential to learn necessary skills of attachment, self-help skills, empowerment, pro-social skills, and self-esteem. These skills help them be happy,?competent,?acceptant, and?successful socialization and education.