Read Gillespie (2006). Complete this handout as your read

Watch TAPS: Partnerships with Families Part 3. Complete this handout as you watch the video

Read the When Conflicts Arise Scenarios.  Imagine you are the teacher in the situation

Pick 2 scenarios and answers the following questions for each scenario:

• What would you say to the family?
• What are some of the concerns a family/ teachers may have around the issue?
• Use evidence from Gillespie (2006) and TAPS: Partnerships with Families Part 3 video to support your response

Read Goldsmith & Theilhiemer and Block (2014). Complete this handout as you read the articles.

Watch TAPS Partnerships with Families: Part 2  Complete this handout as you watch the video.

Answer the questions below using information from the readings and video to support your answer:

1. Would you want to work in a infant classroom that has  phase in? Why?
2. Would you want your baby to go to a program that has phase-in? Why?
3. As an infant teacher, would you want to conduct home visits?  Why?
4. Do you want your baby’s teachers to visit your home? Why?
5. Include information from both readings and the video in your responses.

Respond to 1-2 other comments!

This assignment has 3 parts:

Part 1: Complete the Tri-Semester Survey

Part 2: Go to FlipGrid (https://flipgrid.com/f31d9ad3 your username is your first name as it appears on CUNY First) and answer these questions:

1. What are 3 words that you would use to describe yourself?
2. How are the strategies you identified in Module 1 working?
   • What strategies are working well?
   • What adjustments could you make to ensure your success?
   • What have you learned about yourself as a student taking your classes online?

Part 3: Read Koralek, Nemeth & Ramsey (2019)

Answer the questions below, citing evidence from Koralek, Nemeth & Ramsey (2019):

1. Why should family engagement be reciprocal, strengths-based, individualized, and participatory? In your response, explain what the terms mean in your own words.
2. Did your teachers and school staff (pre-K through graade12) engage your family in a reciprocal, strengths-based, individualized, and participatory manner? Provide specific evidence to support your conclusion.
3. How can infant teachers engage families with babies in ways that are reciprocal, strengths-based, individualized, and participatory? List specific ideas that no one has mentioned yet!

Pick 1 reading:

• Fox (2012)
• Jor’dan & Lee (2014)
• Luckenbill & Zide (2017)
• Parnell et al. (2018)
• Paula & da-Silva (2014)
• Ray et al. (2009)

Watch Our Family: A Film About Family Diversity (2016)

Watch Homeless Babies and Toddlers Endure Tough Long Days on San Diego Streets (2013)

https://www.youtube.com/watch?v=JGgdRoIKenQ

Citing extensively from both the videos and the reading (I explain how to cite in posts in this video) answer the questions below:

1. Which article did you chose? Why?
2. What are the strengths of the families you read about and saw in the videos?
3. What challenges do the families you read and saw in the videos face?
4. How are the program staff from the readings and videos using the family model of relationship-based programming from Baker & Manfretti/ Petit, 2004 (p. 13) in Module 2 Assignment #1 to form relationships with families? Identify specific practices. What else could staff do?

In this module you will:

• Explore the importance of relationships between infant teachers and families
• Analyze the benefits of relationships with families for infants, teachers, and families
• Brainstorm how to handle situations using a relationship-based model of infant programming