Read Allred & Hancock (2015). Complete this handout as you read
Allred & Hancock (2015)Watch the video TAPS Partnerships with Families: Part 5 (2012); complete this handout as you watch the video
Go to FlipGrid (https://flipgrid.com/c368e3a1 your log-in is your 1st name as it appears on CUNY First) or CLICK HERE TO POST YOUR RESPONSE and respond to the following scenario:
Jameel is a new who has started in your classroom. The infant classroom has a routine: The babies nap at have morning snack at 9:30 AM; Jameel is used to having snack at 9 AM. Jameel is used to being carried in a baby carrier. The babies are typically fed in highchairs. Jameel is fed in his someone’s lap. The babies nap with lullabies in the background; Jameel is used to sleeping in a quiet room. Jameel is used to having his wipes warmed; the infant classroom does not have a wipe warmer. The babies nap at 12 PM after they have lunch; Jameel’s afternoon nap is at 1 PM.
Based on what you read in this module, what will you say to Jameel’s family when they explain Jameel’s routines?
As a future teacher willing to practice family-centered early care. I must establish partnerships with families. In the video “Partnerships with families,” the experts mentioned that teachers cannot work effectively to support children’s learning unless we have a partnership that requires a lot of skills, attitudinal shifts, and embrace a lot of new challenges. I think that I will be very empathetic, for I will say to Jameel’s family that I understand why they are worried and that we can work together to support Jameel. In addition, I will be flexible and I will discuss with them the best approach. Allred & Hancock state, “implement an open dialogue and join decision making rather than just following protocol” (50). I will let the parents know that we can share power when making decision about Jameel’s routines, that I will not make any decisions without their inputs. In addition, I will be honest about what I think and about our differences, so we can have a commitment to work through. Allred & Hancock state, “Create an atmosphere conductive to more open sharing. Practitioners can create a similar atmosphere by making sure that goals and outcomes for a meeting or discussion are not predetermined without family input” (50).
Marcela –Thanks for your comment in this activity. Developing partnerships with families involves an attitude & culture that promotes partnerships, as well as practices to create partnerships.
1. Based on what you read in this module, what will you say to Jameel’s family when they explain Jameel’s routines?
-I will tell Jameel’s family that I respect their baby’s schedule, however, I will explain that the infant classroom has a different daily routine. Then I can work with them as a team to come to an agreement and meet the baby’s needs and wants. Allred & Hancock (2015) states “When a preschool teacher recognizes a family as their child’s first teacher and asks the family for strategies that work well at home, she demonstrates voluntary subordination”. The family can try to create the same routines as the center to have consistent routines to gives the baby emotional stability and security from what is going to happen next.
Daniela — Thanks for your comment in this activity. I wonder, what is schedule in the infant room? What is it based on? Why? What should the schedule in an infant classroom be based on?
I will say to Jameel’s family that I comprehend why they are concerned and that we can cooperate to help Jameel. Furthermore, I will be adaptable and I will talk about with them the best methodology. I will tell the guardians that we can share power when settling on choice about Jameel’s schedules, that I won’t settle on any choices without their information sources. Likewise, I will speak the truth about my opinion and about our disparities, so we can have a promise to work through together as a team.. Allred and Hancock state, “Create an atmosphere conductive to more open sharing. Practitioners can create a similar atmosphere by making sure that goals and outcomes for a meeting or discussion are not predetermined without family input” (50).
Selanie — Thanks for your comment in this activity. Being adaptable is important when working with families. I wonder, where how will you ensure you hear what Jameel’s family is saying & their needs?
What I would tell Jameel’s family is that I totally understand the routine they have created at their household but I will explain that in the classroom we have slightly different routine, and we can both work together to help Jameel adjust without a problem. Allred & Hancock (2015) states “When a preschool teacher recognizes a family as their child’s first teacher and asks the family for strategies that work well at home, she demonstrates voluntary subordination” meaning the parents can attempt to try the routine from school at home so he’ll get use to it. Communication with eachother is important to agree on certain terms.
1) As a caregiver I would explain ti jameels family how we do things in the center but i would also let them know that I am more than willing to do what ever I can to make jameel feel comfortable while he is in my care. I would ask if we can work together to come up with ways for jameel to feel like he is at home Maybe they would be willing to bring the wipe warmer in with jameel and i can feed him earlier before i feed the other children.
For me as a caregiver, I would communicate with Jameel’s family what the routine is in the classroom. Then I will try to come up with some plan with Jameel’s family to where he can feel like he’s still at home but still in a classroom. I would try to feed Jameel earlier than the other children. It’s always important for teachers to take parents needs and preferences because Allred and Hancock (2015) states “When servant leaders use their cultural competence to discern familes’ needs and preferences, they create an atmosphere conductive to more open sharing (50).