Diverse family structures is becoming more the norm than the stereotypical nuclear family and this is something that all early childhood educators need to be aware of. It is necessary for teachers and administrators be aware of each families unique make-up and be as supportive as they can to their particular life stresses.
Monarch’s school motto is, “They can do
anything”. That says a lot about how they feel about the children and families in their program. Stephan Keiley, a teacher from the Monarch in San Diego that serves homeless children, believes “Once they (children) are at school they are at their absolute best.”This is because the environment at the school is supportive, builds children’s academic and social-emotional skills, as well as helps with the basic care necessities that
these families and children need. In the following essay I will discuss how I would address the struggles young children and their families might deal with as the classroom teacher, how I would connect and engage these families in the program, and then four strategies that I would use to support a consistent, effective, and reliable learning environment.
It is important that young children and their families receive all the support they can get from programs and schools,as this might be their only means of support. If I noticed that a family was coping with being homeless I would make sure that I provided them with resources that could help them immediately until a more long term solution was available. I would find out, in a private meeting, what the issues is/are, what basic needs are not being meet, and how I can help them to overcome these obstacles. When
speaking with the family I would want to make sure that they understand that this program isn’t just for their child but for them as well. I would tell them that the way we help a child is through helping the whole family. I would make it clear that we value each of our families and we are here to help them any way we can. I would also make sure that the program is discrimination free. This can be done during the initial enrollment with families. It must be clearly stated that discrimination and prejudice will not be tolerated in the program.
It is important to build a connection with the families attending your program. Some ways that I would build a partnership with families is by setting up times where we can gather together and discuss important issues as well as during fun times. I can meet with families during
initial home visits, but there is always the option to meet at school or another location if it isn’t possible to meet at their home or if they don’t have one. This gives me a chance to learn about their family in a setting where we can have a relaxed conversation. I can also connect with families by having open night at the program. There can be games to play and fun activities to do, and dinner could be provided so that they won’t have to worry about feeding the children. This is a great time for families to network with other families who may be experiences the same obstacles.
The four strategies that I would recommend to have a supportive, effective, and reliable learning environment would be to make sure staff is educated and trained, supportive to immigrant and Dual Language Learners, has family engagement, and reliable resources for families.
The first strategy is having staff that is educated and trained in Early
Childhood Education will allow teachers to provide the best quality care to the children and the families in the program. When staff understands the
developmental milestones that young children go though, they are better able to provide learning opportunities for the children who attend the program. They can also be aware of the possible cultural differences of the families in the program and how that will change and shape the curriculum, the way the classroom is organized, and the learning
experiences and activities. Staff should also attend trainings regularly so that they can learn up-to-date information pertaining to their job or program. For instance, staff can attend an “in-house” training where they learn ways to involve dual language learners in building a strong literacy program. These trainings can be conducted by an outside consultant who specializes in the subject being discussed or through other reliable resources and open dialogue between staff members. The second
strategy is it’s important that the program offers support for both children and their families who may be immigrants and are dual language learners.
Communication is the key to success in any program and this shouldn’t be any different for those families who speak a different language. Providing a
translator for families who need translation will allow teachers and families
the ability to share information about their family culture and how we can best respect it in our program. Fostering family engagement can be difficult if the family of the program don’t feel a connection or comfortable there. Programs will thrive if there are a large number of family engagement opportunities. Families who engage in meaningful experiences with teachers, staff, and other families in the program will build a solid union between everyone. This is where getting to know each family is important because then you can better plan these family engagement events so that they are interested and want to participate.
The last strategy is that the program has reliable resources that they can give to families. These should be resources that you have researched and deemed suitable for your program. It is a good idea to keep a binder with these resources in a binder in the classroom so that it is available every day to families in the program. These resources can be tailored to a family’s needs after getting to know them at the time of enrollment.
It is necessary that teachers take a look at each individual family and child and see how we can better serve them in the program. Taking a look at the Monarch’s video has brought to my attention the importance taking into account each family’s dynamic and building the program to support those specific needs.
Resources:
Monarch School.
(http://www.monarchschools.org) http://vimeo.com/20309965
anything”. That says a lot about how they feel about the children and families in their program. Stephan Keiley, a teacher from the Monarch in San Diego that serves homeless children, believes “Once they (children) are at school they are at their absolute best.”This is because the environment at the school is supportive, builds children’s academic and social-emotional skills, as well as helps with the basic care necessities that
these families and children need. In the following essay I will discuss how I would address the struggles young children and their families might deal with as the classroom teacher, how I would connect and engage these families in the program, and then four strategies that I would use to support a consistent, effective, and reliable learning environment.
It is important that young children and their families receive all the support they can get from programs and schools,as this might be their only means of support. If I noticed that a family was coping with being homeless I would make sure that I provided them with resources that could help them immediately until a more long term solution was available. I would find out, in a private meeting, what the issues is/are, what basic needs are not being meet, and how I can help them to overcome these obstacles. When
speaking with the family I would want to make sure that they understand that this program isn’t just for their child but for them as well. I would tell them that the way we help a child is through helping the whole family. I would make it clear that we value each of our families and we are here to help them any way we can. I would also make sure that the program is discrimination free. This can be done during the initial enrollment with families. It must be clearly stated that discrimination and prejudice will not be tolerated in the program.
It is important to build a connection with the families attending your program. Some ways that I would build a partnership with families is by setting up times where we can gather together and discuss important issues as well as during fun times. I can meet with families during
initial home visits, but there is always the option to meet at school or another location if it isn’t possible to meet at their home or if they don’t have one. This gives me a chance to learn about their family in a setting where we can have a relaxed conversation. I can also connect with families by having open night at the program. There can be games to play and fun activities to do, and dinner could be provided so that they won’t have to worry about feeding the children. This is a great time for families to network with other families who may be experiences the same obstacles.
The four strategies that I would recommend to have a supportive, effective, and reliable learning environment would be to make sure staff is educated and trained, supportive to immigrant and Dual Language Learners, has family engagement, and reliable resources for families.
The first strategy is having staff that is educated and trained in Early
Childhood Education will allow teachers to provide the best quality care to the children and the families in the program. When staff understands the
developmental milestones that young children go though, they are better able to provide learning opportunities for the children who attend the program. They can also be aware of the possible cultural differences of the families in the program and how that will change and shape the curriculum, the way the classroom is organized, and the learning
experiences and activities. Staff should also attend trainings regularly so that they can learn up-to-date information pertaining to their job or program. For instance, staff can attend an “in-house” training where they learn ways to involve dual language learners in building a strong literacy program. These trainings can be conducted by an outside consultant who specializes in the subject being discussed or through other reliable resources and open dialogue between staff members. The second
strategy is it’s important that the program offers support for both children and their families who may be immigrants and are dual language learners.
Communication is the key to success in any program and this shouldn’t be any different for those families who speak a different language. Providing a
translator for families who need translation will allow teachers and families
the ability to share information about their family culture and how we can best respect it in our program. Fostering family engagement can be difficult if the family of the program don’t feel a connection or comfortable there. Programs will thrive if there are a large number of family engagement opportunities. Families who engage in meaningful experiences with teachers, staff, and other families in the program will build a solid union between everyone. This is where getting to know each family is important because then you can better plan these family engagement events so that they are interested and want to participate.
The last strategy is that the program has reliable resources that they can give to families. These should be resources that you have researched and deemed suitable for your program. It is a good idea to keep a binder with these resources in a binder in the classroom so that it is available every day to families in the program. These resources can be tailored to a family’s needs after getting to know them at the time of enrollment.
It is necessary that teachers take a look at each individual family and child and see how we can better serve them in the program. Taking a look at the Monarch’s video has brought to my attention the importance taking into account each family’s dynamic and building the program to support those specific needs.
Resources:
Monarch School.
(http://www.monarchschools.org) http://vimeo.com/20309965