Contents
Module Objectives:
In this module you will:
- Examine methods to get to know families
- Explore practices that help children to transition into a program
- Analyze the importance of of phase-in and home visits for infants, families, and teachers
Assignment #1: Module Handout
Complete this handout as you:
-
- Read Goldsmith & Theilhiemer
- Read Block (2014)
- Watch TAPS Partnerships with Families: Part 2
Link to Goldsmith & Theilhiemer (2015)
Goldsmith & Theilheimer (2015)
Link to Block (2014)
Block (2014)
Video TAPS Partnerships with Families: Part 2
Submit the completed Module Handout on ECE 209-Seminar Blackboard, under ‘Assignments’ for ‘Module Handout: Getting to Know Families’)
Optional Reading: Minish & McCorkle (2020)
Minish & McCorkle (2020)Activity #2: Evidence-Based Practices for Working with Families who have Infants
What are the evidence-based practices for working with families who have infants from the readings and video in this module? Identify your source (reading or video) as you develop the list. Your reading may have described families of older children; how can you apply the information to families who have infants? Post the list in the comments below.
– communicating with the family
– observe the infant as well as you can
reading : block (2014 )
– create a meaningful morning drop off routine
– encourage the parents to feel comfortable when dropping their kids off
TAPS Partnerships with Families: Part 2
video :
Kaylah — Thanks for your comment in this module. It is important for infant teachers to communicate with families, observe infants, create meaningful drop-offs, and encourage families to feel comfortable during drop-off (Phillip, 2024). You identify the source for the practices you identified. I wonder, could home visiting or phase-in be considered evidence-based practices from this module? Why? I wonder, can you create a list of the other practices for working with families that were discussed in the module and identify their source?
block reading
-create strong relationships with family
-learn from their home lives
-share tools to help with child development
-see how parents and child interact to get a better understanding of their dynamics
Tisha — Thanks for your comment in this module. It is important for infant teachers to create strong relationships with families, learn from family’s home lives, observe how families interact to better understand their dynamics (Reece, 2024). You list the source for the practices you identified. I wonder, could home visiting or phase-in be considered evidence-based practices from this module? Why? I wonder, can you create a list of the other practices for working with families that were discussed in the module and identify their source?
Connecting with families to build warm and safe relationships with their children. Doing home visits and having meaningful drop off with a parent is another evidence-based response.
Source: (Block 2014,)TAPS Partnerships with Families: Part 2
Cheyenne — Thanks for your comment in this module. It is important for infant teachers to build warm & safe relationships with families, conduct home visits, and have meaningful drop-off (Byfield, 2024). I wonder, what is the source(s) for the practices you identified? I wonder, could phase-in be considered an evidence-based practices from this module? Why? I wonder, can you create a list of the other practices for working with families that were discussed in the module and identify their source?
Developing strong relationships with families is key to supporting child development effectively. According to Block’s 2014 research, this involves creating meaningful morning drop-off routines and encouraging parents to feel comfortable during these transitions. It also includes communicating with families, observing parent-child interactions closely, and learning about their home lives to provide tailored support and tools for child development. These evidence-based practices aim to build warm, safe, and trusting relationships between caregivers and children, enhancing the overall learning environment.
Some evidence based practices would be
– having communication with the family.
-observe the infant to every detail the best you can incase anything changes.
-using home visits as way to better understand the parent and their living environment the child is in.
– Observing how the child interacts with other family members beside parents.
– using the phase in to better build a relationship with the parents and child.
– Showing parent the environment their child will be in.
-Allowing parents to use the phase in as time to say stay with their child the first week of the program until child is comfortable enough to say good bye.
-As days go by child should more easily saying bye to parent. Depends on the child.