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The focus of your Final Project is to highlight strategies that can be used in an early childhood setting. Drawing from the course readings, discussions, journal entries, and other credible resources, develop a plan for how you will address each of the following in your classroom or center (these will be the headings for each section of your paper):

 

  • Welcoming and partnering with families
  • Honoring and working with diversity
  • Supporting family participation and involvement
  • Effectively communicating with families
  • Developing a positive behavior support plan

 

For each section:

 

  • Explain why each topic is important to consider in early childhood using research to support your ideas.
  • Discuss at least three concrete strategies you will use to incorporate each topic into your classroom or center
  • Explain how each topic addresses the family context and culture.
  • Describe at least three ways in which including each topic will have a positive impact on the children in your care.

 

The paper should be eight to ten pages in length, not including the title and reference pages. You should use a minimum of four scholarly sources as well as your course text.  Required Reference

 

Gonzalez-Mena, J. (2010).  50 strategies for communicating and working with diverse families. Retrieved from http://www.naeyc.org/files/naeyc/image/public_policy/Ethics%20Position%20Statement2011_09202013update.pdf  

 

Other References

Chang, H. (n.d.). Many languages, many cultures. Retrieved from http://www.scholastic.com/teachers/article/many-languages-many-cultures
Dalton, S. S. & Tharp, R. G. (2002). Standards for pedagogy: Research, theory and practice. In G. Wells & Guy Claxton (Eds.) Learning for life in the 21st century. (Pp. 181-194). Oxford, UK, Blackwell Publishing.
Gerling,  K.P. (2000).
Achieving open and honest communication throughout the organization. Retrieved from http://leadershipproject.net/clientarea/openhonestarticle.html
Gonzales−Mena, J. (2010). Fifty strategies for communicating and working with diverse families (2nd ed.). Boston, MA: Pearson.
Kaiser, B. & Rasminksy, S. J. (2012). Challenging behavior in young children (3rd ed.) Upper Saddle River: Pearson Education, Inc
KidsMatter (n.d.)
Effective communication between families and early childhood staff. Retrieved from https://www.kidsmatter.edu.au/families/role-families/communication/effective-communication-between-families-and-early-childhood
Leisure Information Network. (2014, March 24).
Effective Communication with Parents [Video file]. Retrieved from https://www.youtube.com/watch?v=PkNAVjhjLF8
National Association for the Education of Young Children (http://www.naeyc.org/)
National Association for the Education of Young Children (2009).
Responding to cultural and linguistic diversity. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
Powell, D. R. (2013). Involving parents and community members: Coming together for children. In D. R. Reutzel (Ed.), Handbook of research-based practice in early childhood education (pp. 46-61). New York: Guilford
Scholastic. (n.d.).
Communicating with parents and families. Retrieved from http://www.scholastic.com/teachers/article/communicating-parents-and-families

Berry, D. (2009). Early childhood education and beyond: Teacher-child relationships and learning. Retrieved from http://www.uknow.gse.harvard.edu/teaching/TC101-207.html
Boyd, J., Barnett, S., Bodrova, E., Leong, D., & Gomby, D. (2005, March). Promoting children’s social and emotional development through preschool education. Retrieved from http://nieer.org/resources/policyreports/report7.pdf  

Child Development Institute (n.d.) Stress management for parents. Retrieved from http://childdevelopmentinfo.com/family-living/stress/  
Copple, C., & Bredekamp, S. (Eds.) (2009). Developmentally appropriate practice in early childhood programs: Serving children from birth through age 8 (3rd ed.). Washington, DC: National Association for the Education of Young Children.
Deater-Deckard, K., & Scarr, S. (1996). Parenting stress among dual-earner mothers and fathers: Are there gender differences? Journal of Family Psychology, 10, 45-59.
FIRST 5 Santa Clara County (2012, September 27). The Power of Relationships in Early Childhood Development – SERIES 01 [Video file]. Retrieved from http://www.youtube.com/watch?v=8Bas3pr6AXM  Gonzalez-Mena, J., & Gonzalez-Mena, J. (2010). 50 strategies for communicating and working with diverse families. Boston: Pearson.
González-Pardo H, Pérez Álvarez M (February 2013). Epigenetics and its implications for Psychology.  Psicothema 25(1), 3–12. doi:10.7334/psicothema2012.32
Kids.Calm (2000). Childhood stress [Video file]. Retrieved from https://secure.films.com/OnDemandEmbed.aspx?token=25747&aid=18596&plt=FOD&loid=0&w=400&h=340

 

National Association for the Education of Young Children. (n.d.). Welcome children and families to your classroom. Teaching Young Children Magazine, 2(5). Retrieved from http://www.naeyc.org/tyc/article/welcome-children-and-families-to-your-classroom   

 

Pianta, R.C., Mashburn, A.J., Downer, J.T., Hamre, B.K., & Justice, J. (2008). Effects of web-mediated professional development resources on teacher-child interactions in prekindergarten classrooms. Early Childhood Research Quarterly, 22, 431–451.
Zolten, K., & Long, N. (2006). Stress management for parents. Retrieved from http://www.parenting-ed.org/handouts/stress_management.pdf

 


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