Author: Jen Longley

Module 6 Cultural Aspects to Working with Families Activity #1: What is Normal?

For each expectation, explain which do you believe is normal (A or B). Why?

Expectation #1

  1. Babies can learn to sleep alone through the night; when depends on the baby & how the family handles the baby waking at night.
  2. Babies can’t be expected to sleep alone or sleep through the night. Putting a baby in a crib in another room is cruel. l.

Expectation #2

  1. Toilet training occurs during the 3rd year of life, when signs of readiness appear
  2.  Infants can be toilet trained & out of diapers by their 1st birthday

Expectation #3

  1.  Babies can be expected to make eye contact, which is a way of establishing intimacy & is part of attachment.
  2.  Babies can be expected to make eye contact, but they must learn not to make eye contact with elders.

Expectation #4

  1. Toddlers have to come to see themselves as individuals who can possess objects before they can learn to share. They have to understand ownership.
  2.  Toddlers have to understand that they are not individuals & that all possessions are shared. They can be expected to share from birth.

Module 14 When Conflicts Arise Activity #1: Reflecting on Conflicts

Reflect on and answer the following questions

  1. Describe a conflict you observed or were involved in.
  2. What was the result or conclusion of the conflict?
  3. What could the parties have done to avoid the conflict or de-escalate the conflict?
  4. How do you think the following conflicts should be handled:
    • Jameel’s family is upset & does not feel the infant teacher is giving Jameel enough time to eat because Jameel comes home each day with 2/3 of the lunch uneaten
    • The infant teacher is upset because they have asked Kiara’s mom to bring in more diapers, and Kiara’s family repeatedly forgets
    • Entisar is upset with her co-teacher Roberto, because Roberto creates all of these messy play activities that leave the classroom and babies very messy

Module 13 Partnering with Families Activity #2: What Does it Mean to Partner with Families?

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?

Module 13 Partnering with Families Activity #1: Reflecting on Partnerships

Reflect upon and answer the following questions:

  1. What is a partnership?
  2. What does it mean to work in partnership with another person(s)?
  3. As an infant teacher, do you want to partner with the families of the babies you work with — even though  it will take more work? Why?
  4. As the parent of a baby, do you want your child’s infant teacher to partner with you? Why?

Module 1 Introductions Activity 1: Course Overview

This activity has 4 tasks:

  1. Locate the Syllabus, Course Guide, Assignment Guidelines, and Course Policies (the video on the ‘About this Class’ home page will help you find these items)
  2. Read the Syllabus, Course Guide, Assignment Guidelines, and Course Policies
  3. Use Hypothesis (I explain how to use Hypothesis in this video  — you will have to log into Hypothesis to create an account) to write 1 question or make 1 comment on each document 
  4. After reading the Syllabus, Assignment  Guidelines, Course Policies, and Course Guide for ECE 209-S, answer the following Scavenger Hunt questions:
  1. What paper(s) is due for ECE 209-S?
  • When is the paper(s) due?
  • How many points is the paper(s) worth?
  1. How many points do you need to earn to pass ECE 209-Seminar?
  2. How many points can you earn for:
  • Completing modules and activities?
  • Completing the Babies handout?
  • Completing a Tri-semester survey?
  • Completing the Group Zine?
  1. What do you have to do to receive credit for a paper or project?
  2. What will you do in the Group Zine project?
  3. When is the work due each week for ECE 209-Seminar?
  4. What week will ECE 209-Seminar focus on Communicating with Families?
  5. What should you do if you have a technical issue with OpenLab and cannot post or respond to posts by 11:59 PM on Thursday?
  6. What are the ways you can get in touch with me?
  7. What is the focus of ECE 209-Seminar?
  8. How does ECE 209-Seminar connect to ECE 209-Lecture?

 

Module 3 Who are Families? Activity #1: Thinking about Families

Reflect on then answer the following questions on FlipGrid (https://flipgrid.com/cf4ce4ad log in using your first name as listed on CUNY First):

  1. Who is in your family?
  2. How do you define family?
  3. What did the staff in the schools you attended (pre-K through high school) do to build relationships with all members of your family — not just your parents/ guardians?  How did that impact you? How did it impact your family’s connection to your teachers/ school?
  4. How are the strategies you identified in Module 1 working? What is going well? What may need to be changed? What have you learned about yourself as a student in an online class?

Reply to 1 other video or comment!

Module 3 Who are Families? Activity #2: Exploring Families

Pick 1 reading:

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

 

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? How specifically did the families demonstrate those strengths?
  3. What challenges do the families you read and saw in the videos face?
  4. Which model of programming from Baker & Manfretti/ Petit, 2004 in Module 2 are the program staff using to work with families?  Give specific evidence to support your response.

Module 4: What is Culture? Assignment #2: Individualism vs Collectivism

Watch the video

Review the handout

Individualists & Collectivists

Answer the questions on Flipgrid (https://flipgrid.com/815bd237  your log-in is your 1st name as it appears on CUNY First or below):

  1. Were raised in a family/ culture that was individualist or collectivist? How do you know? Give specific examples from the video & handout to support your conclusion.
  2. Is your Infant/ Family Case Study family collectivist or individualist? How do you know? Give specific examples from the video & handout to support your conclusion.
  3. Because the US is an individualist culture, how can infant classrooms support families and babies who are from collectivist cultures? How can infant teachers arrange the classroom, materials, and activities to focus on collectivism (“we”) as opposed to individualism (“me”)? List specific practices and ways staff can support babies and families that have not yet been mentioned.