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Honoring Diversity and Authentically Partnering with Families. Discovery 2013 Stone Soup The Impact of Race and Economic Status on Early Childhood: Opportunities for Community Transformation Tuesday, October 22, 2013 Elsa E. Jones, M.A.

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Honoring diversity and authentically partnering with families

Honoring Diversity and Authentically Partnering with Families

Discovery 2013 Stone Soup

The Impact of Race and Economic Status on

Early Childhood: Opportunities for Community Transformation

Tuesday, October 22, 2013

Elsa E. Jones, M.A.

Assistant Academic Program Manager Early Childhood-Post University

Independent Early Childhood Education Consultant


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Workshop objective
Workshop Objective

  • Explore intentional strategies for

    • supporting families as their children’s

      first teachers and advocates

    • honoring diversity

    • building and sustaining daily, authentic

      family-staff-community partnerships


Challenge ourselves
Challenge Ourselves!

  • Examine our thinking and behaviors

  • Feel safe if we become uncomfortable

  • Strive to:

    • be more knowledgeable and understanding,

    • be more culturally competent,

    • provide higher-quality care and education for

      the increasing numbers of diverse children,

      families and staff.

      Tap our ZPDs!

      Use our HOTS!


Cycle of intentional family community engagement
Cycle of Intentional Family & Community Engagement

requires

knowing and understanding

children, families, staff and communities

&

celebrating daily

the rich knowledge and diversity

we all bring

to our programs!


Naeyc early childhood program standards and accreditation criteria
NAEYC Early Childhood Program Standards and Accreditation Criteria

Program Standard 7: Families

Establish and maintain collaborative relationships with

each child’s family to foster children’s development in all settings.

Relationships are sensitive to family composition, language, and culture.

Criteria:

7.A. Knowing & Understanding the Program’s Families

7.B. Sharing Information Between Staff & Families

7.C. Nurturing Families as Advocates for Their Children

Program Standard 8: Community Relationships

Establish relationships with and use the resources of the children’s communities to support the achievement of program goals.

Criteria:

8.A. Linking with the Community

8.B. Accessing Community Resources

8.C. Acting as a Citizen in the Neighborhood and

the Early Childhood Community


Honoring diversity and authentically partnering with families

“Casserian Engeri” Criteria

“And How Are The Children?”

The Mighty Masai African Warriors

http://www.ctfalliance.org/images/pdfs/TN_ParentGuide.pdf


Honoring diversity and authentically partnering with families

813,398 Children in CT Criteria

Race and Ethnicity

  • 495,973 are White, non-Hispanic

  • 96,515 are Black

  • 159,753 are Hispanic

  • 35,108 are Asian/Pacific Islander

  • 1,946 are American Indian/Alaska Native

  • 43,589 are two or more races

    Children’s Defense Fund, March 2013

    Nationwide

    More than one-third of today's public school students are people of color.

  • By 2025 it has been projected the figure will reach 49%.

  • The number of minority teachers is decreasing:

    • Approximately 13% of teachers are of minority descent;

    • More than 40% of the schools across America have no minority teachers.

      White-Clark, 2006


Honoring diversity and authentically partnering with families

Linguistic Diversity in CT Criteria

161 dominant languagesother than English were spoken by public school students in grades K-12 during the 2007-2008 school year. CT State Department of Education Division of Assessment and Accountability Bureau of Data Collection, Research and Evaluation DATA BULLETIN – July 2008

Child Welfare in CT

  • 21,444 grandparents raising grandchildren

  • 4,926 children in foster care

  • 611 children adopted from foster care

    Children’s Defense Fund - March 2013

    Homeless Children in CT

  • 4,683 were homeless in 2010

    The National Center of Family Homelessness, 2010

    Facts about Homeless Children

  • One-half of homeless children attend 3 different schools in one year.

  • 75% of homeless children perform below grade level in reading.

    The Institute for Children & Poverty


Bioecological theory urie bronfenbrenner 1979
Bioecological Theory Criteria Urie Bronfenbrenner, 1979

Biological predisposition and environmental influences interactively affect human development

Five systems impact our daily lives:

  • Microsystem

  • Mesosytem

  • Exosystem

  • Macrosystem

  • Chronosystem

    Bronfenbrenner’s Ecological Systems Theory-Impact of Special Needs (n.d.). Retrieved from http://impactofspecialneeds.weebly.com/bronfenbrennerrsquos-ecological-systems-theory.html


Sociocultural theory lev vygotsky 1962
Sociocultural Theory CriteriaLev Vygotsky, 1962

  • Human knowledge is rooted in one’s culture.

  • Much of what we know comes from our families

    and society.

    - Much of young children’s behavior is grounded in family expectations.

    Families, Schools and Communities Together for Young Children 2008 Thomson Delmar Learning


Frameworks and systems
Frameworks and Systems Criteria

  • Funds of KnowledgeLuis Moll

  • Strengthening Families Protective Factors

    Center for the Study of Social Policy

    • Parental Resilience

    • Social Connections

    • Knowledge of Parenting & Child Development

    • Concrete Support in Times of Need

    • Social & Emotional Competence of Children

  • Help Me Grow Children’s Trust Fund, DSS

    • Family & Community Outreach

    • Child Health Care Provider Outreach

    • Centralized Telephone Access Point

    • Data Collection and Analysis


Rita s stories a companion piece to a framework for understanding poverty
Rita’s Stories Criteria: A companion piece to A Framework for Understanding Poverty

“My Mamma Said”

http://www.youtube.com/watch?v=bndCdOeMO3Y


5 family centered care principles
5 Family-Centered Care CriteriaPrinciples

  • Recognize and respect one another’s knowledge and expertise

  • Share information through 2-way communication

  • Share power and decision-making

  • Acknowledge and respect diversity

  • Create networks of support

    Janis Keyser. From Parents to Partners: Building a Family-Centered Early Childhood Program


Take home strategies
Take Home Strategies Criteria

  • Welcoming Banner: “Families are Their Children’s First Teachers!”

    2. Strengthen Key Messages (written and spoken)

    “Invite  Invest”; “Participant  Partner”

    3. Intake Form: “Who is this Family?” Families help create.

    4. Environmental Messages: “Who lives here?”

    5. Family Engagement Activities & Events

    “WE planned. THEY didn’t come.”

    6. Self-Assessment: Beyond the Bake Sale Questionnaires (Internet)

    • 4 Versions of Family-School Partnerships

    • How Family-Friendly Is Your School?

    • How Well is Your School Bridging Racial, Class and Cultural Differences

  • Home Visits

  • Favorite Books: share with families

  • Avoid the Tourist Approach: cultural history months

  • Dance!


Honoring diversity and authentically partnering with families

“Family-Staff Partnership” Criteria

Cinquain

Partnership

(1 word or 1 syllable)

Home School

(2 words or 2 syllables)  

Communicate Collaborate Celebrate

(3 words or 3 syllables)

Success for Our Children

(Be The Change Needed)(4 words or 4 syllables)

Dance!

(1 word of 2 syllables)