ECE 631 Ashford Wk 3 Communicating Engaging and Encouraging Family Partnerships Discussion Children, Families, and Communities Guidebook: Communicating, En

ECE 631 Ashford Wk 3 Communicating Engaging and Encouraging Family Partnerships Discussion Children, Families, and Communities Guidebook: Communicating, Engaging, and Encouraging Family Partnerships
[CLOs: 1, 3, 4]

This week you will continue to develop your Children, Families, and Communities Guidebook by completing the Communicating, Engaging, and Encouraging Family Partnerships section. This week’s readings included Chapters 8-10 of the Gestwicki text, which focuses on building family partnerships through effective communication. For this assignment, you will develop a section of your guidebook that includes a plan for a Family Night. This plan will allow you to share with your families examples of your curriculum, examples of instruction, your learning environment, and diversity considerations that you foster in your classroom. An example of this section and requirements can be found in the Instructor Guidance.

Guidebook Setup: This week, you will continue to develop your existing work by adding a new section titled, “Communicating, Engaging, and Encouraging Family Partnerships.” You will continue to build your Guidebook, using your chosen format from last week.

Guidebook: Communicating, Engaging and Encouraging Family Partnerships Section. For this section, you are going develop a plan for a Family Night in your classroom. You will create several communication examples to share with families during this night. They will include:

An invitation that encourages them to come to this event. Try to get them excited about it and explain the importance of their attendance.
A written transcript for an introductory welcome speech for the event
A plan for children and families to explore the curriculum centers or activities in your learning environment. For this plan, explain four specific activities that families and children could do together during this event. For example, you might plan for children to read a short book with their families in the library area of your classroom and then draw their favorite character on a classroom bulletin board.
A description or visual layout of how the learning environment will be set up for this event. Be sure to specifically describe how the learning environment will incorporate your teaching philosophy and cultural competence.
A transcript for a closing speech that explains the importance of maintaining a close partnership throughout the year.

Content Expectations:

Children, Families, and Communities Guidebook: Communicating, Engaging, and Encouraging Family Partnerships Introduction: Set up your Children, Families, and Communities Guidebook with a section titled, “Communicating, Engaging, and Encouraging Family Partnerships.” For this section, include an introduction that explains what is included and why close partnerships are important for families.
Developing a plan for a Family Night: Develop a plan for a Family Night, where families come into your learning environment. Include the following:
Invitation: Create an invitation for families to attend this event. Be sure it looks professional, while also getting families excited about it and explaining the importance of their presence at this event. Script for Welcoming Families: Develop a written transcript for an introductory welcome speech for this event. Be sure to explain the purpose of Family Night and discuss why family partnerships are important.
Family Participation Activities: Develop a plan for children and families to explore the curriculum centers or activities in your learning environment. For this plan, explain four specific activities that families and children could do together in your learning environment.
Learning Environment Description/Visual: Create a description or visual layout of how the learning environment will be set up for this event. Be sure to specifically describe how the learning environment will incorporate your teaching philosophy and cultural competence.
Transcript for Closing: Develop a written transcript for a closing speech, thanking families for coming to this event and reviewing the importance of maintaining these partnerships throughout the year.

Writing and Formatting Expectations:

Resource Support: Writing is substantiated by at least three supporting resources.
Organization: Demonstrates logical progression of ideas within the writing.
Syntax and Mechanics: Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.
APA Formatting: Writing includes citations and references in APA format, as outlined in the Ashford Writing Center.

Suggested Assignment Length:
In general, your assignment should be approximately three to four pages in length.

Next Steps: Review and Submit the Assignment:

Review your assignment, referencing the Grading Rubric, to ensure you have achieved the “Distinguished” levels of performance for each criterion. Next, submit your Children, Families, and Communities Guidebook to Waypoint for evaluation no later than Day 7.

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment. Running Head: PARENTING ROLES
1
Parenting Roles
April Martin
ECE631
Instructor: Dawne Hill
June 22, 2020
PARENTING ROLES
2
Introduction
Parents play essential and equally critical roles in the parenting and nurturing process of
their children. There are seven leading roles that parents have assumed as responsibilities to their
children as they grow up.
Nurturer
This parenting role involves the day to day duties of a parent, such as physical protection,
love, and general care. Parents demonstrate this by feeding their children, showing affection,
comforting them, and all the activities that bring the parent-child attachment (Watts, 2020).
Children who receive this appear loved, confident, and aggressive, while those who lack it tend
to violent, rude, and weak.
Worker
This role reflects parents who often have to juggle between work and their families. They
are likely to be stressed and overworked due to the heavy workload and less rest. Children tend
to lack attention and may also miss a few moral values. They may also have poor grades due to
the psychological need not being met.
Consumer
The consumer parent focuses on spending every possible income on the child’s care.
Children’s needs, such as education, health, and entertainment, are taken care of by this parent.
The parents tend to have a sense of entitlement because of the culture of providing for the child
that they may have cultivated (Watts, 2020). This role leads to happy and healthy children.
PARENTING ROLES
3
However, they have one negative problem; children may never learn to be aggressive and
independent at home and school.
Community member
This role refers to the other external activities that a parent may be involved in, such as
religious activities, sports, or membership in various boards. Such duties and events may be very
demanding, so parents need to understand which ones are necessary so that they may have time
spared for their family and children (Watts, 2020). This role may help children build networks at
home and in school, which may be resourceful in times of need.
Educator
This role is very significant because it takes a lot of parents’ time and attention. The
parent helps the child to learn most of the things that children learn as they grow, such as speech,
hygiene, communication, and continues until the child is an adult (Watts, 2020). This role has
varying effects depending on how parents prioritize each one of the factors involved. The parent
influences values such as spirituality, discipline, relationships, ambition, and attitude through the
role of an educator.
Adult relationship
This role relates to all the other relationships that parents may have with other people
apart from their children. The type of relationship could have an impact on their children. For
instance, children who grow in the family that their parents are abusive tend to be paranoid about
marriage and a negative attitude towards the opposite gender (Dowling, 2017). Therefore, this
PARENTING ROLES
4
role may motivate or discourage children from future healthy relationships with their peers, both
at home and in school.
Learning resource
This online resource offers tips on how a parent may effectively manage to balance work
and parenting in a modern set up. It identifies how parents may identify the habits of a child and
use proposed strategies to mitigate any negative traits acquired when the parent is at work. This
article gives needed information on being involved in child growth even when spending time at
work (Dowling, 2017). Through the strategies given, parents may encourage the positive
development of their children.
.
PARENTING ROLES
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Reference
Wadenman Dowling, D., 2017. Balancing Parenting And Work Stress: A Guide. [online] Harvard
Business Review. Available at: [Accessed 20 June 2020].
Watts,
K.
(2020).
Seven
Roles
Parents
Play.
Retrieved
https://prezi.com/ysmoiox-ci_e/seven-roles-parentsplay/?frame=be5d8f952af95c0f642d5e1dd8da5a3e9a62c12b
20
June
2020,
from
Running Head: GUIDEBOOK
1
Developing Family Partnerships
April Martin
ECE631
Instructor: Dawne Hill
July 1, 2020
GUIDEBOOK
2
Developing Family Partnerships
Partnerships build bridges between children and their families, helping them develop
skills, attitude, and knowledge they require to become responsible people. Partnership
development is one goal of childcare to help children succeed in their homes, community, and
schools. Developing a family partnership involves planning and delivering competencies and
services that support children and their respective families. Every child service planning should
include the family, friends, neighbors, schools, and the community. Family involvement is
imminent in every stage of partnership development. Family partnerships also provide links to
useful programs, policies, and practices about childcare (Cook & Kilmer, 2012). The NAEYC
Code of Ethical Conduct offers guidelines for responsible discipline vital for resolving the
ethical issues that arise in early childhood care and education. This section will summarize the
ethical ideals involved in developing family partnership, personal commitment statements to the
ideals, and action steps to ensure commitment.
As a child educational professional, I am bound to ethical responsibilities to families. The
first ideal involves soliciting appropriate knowledge to work with families and stay informed
through constant education and training. I commit to influencing positively family relations
through proper knowledge and competencies. My commitment will include working closely with
the families to gain experience and to continue to gain more understanding through constant
education and professional practice (Aikens, Cavadel, Hartog, Hurwitz, Knas, Schochet &
Tarullo, 2017). The second ideal involves mutuality and trust-building with respective families. I
commit to serve with honesty and trustworthiness and help families by establishing mutual
relationships with every family I serve. A commitment plan will involve respecting that families
are a crucial contributor to child development and include them in every childcare service. I also
GUIDEBOOK
3
plan to closely work with the family to provide regular information about childcare and obtain
their perspectives (Holmes, Reinke, Herman, Thompson & Danforth, 2019). The third appeal
involves the involvement of every family member encouraging inclusive participation and
decision making. I commit to ensuring complete involvement and participation of all family
members in vital decision making. For this commitment, I plan to explain to every member about
the importance of building family partnerships and why their perspectives are crucial in making
decisions (Derman-Sparks & Edwards, 2017).
The forth ideal involves listening to families, appreciating their strengths and weaknesses
drawing opportunities that help families in raising their kids. I commit to listen to and respect
family opinions, strengths, competencies, and learn from every family engagement. To ensure
commitment, I will involve the family in continues discussions about their childrearing
strategies, identify their strengths and capabilities, and build upon these capacity to support them
raise their kids (Derman-Sparks & Edwards, 2017). Working closely with every family members
would be vital in offering a learning environment for every member. The fifth competency
entails ensuring cultural consistency by respecting the beliefs and perspectives of the family
members, including language and customs. I commit to recognize and appreciate the culture of
every family I work with. I would learn about various cultures and identify beliefs, language, and
norms that would help me to work with families from diverse cultural backgrounds (DermanSparks & Edwards, 2017). I would also work with the family consistently to learn from them,
especially about their dignity and preferences. The sixth family ideal involves acknowledging the
family values concerning childrearing and their right to make vital decisions. I commit to
recognize family principles and rights in childrearing. I would regularly engage the family in
discussions about how they prefer to raise their kids, morals, and standards they set (Grant &
GUIDEBOOK
4
Ray, 2018). From these discussions, I would know how to approach every ethical dilemma
respectfully.
The seventh ideal concerns information sharing with families about the importance of the
early childhood profession. I commit to disclose every vital information about child education
and development to families and help them comprehend and acknowledge the early childhood
profession and why it is essential. For this role, I plan to offer learning materials to families and
arrange forums to explain about child development and education (Grant & Ray, 2018). Also, I
plan to create online discussion groups where parents can share information among themselves
to boost understanding. The eighth ideal involves helping families understand their kids through
communication and continuous development of parental skills. I commit to continually influence
parental competencies through education and training to help parents improve their skills and
understand their children better through interparental communication. I will undertake parents
through education and training programs on how to raise children and what children expect from
their parents (Moravcik, Feeney & Freeman, 2016). I would also offer lessons on how parents
can establish healthy communications with their children. The last ideal for families involves
building support networks and allowing parents to interact with other staff, families, community,
and professional services. I commit to support families through network building and provide
extensive exposure to parenting environment by allowing them to interact with other families
and professions. I would involve the families in benchmark activities where they can learn from
each other and the professionals (Derman-Sparks & Edwards, 2017).
GUIDEBOOK
5
References
Cook, J. R., & Kilmer, R. P. (2012). Systems of care: New partnerships for community
psychology. American Journal of Community Psychology, 49(3-4), 393-403.
Aikens, N., Cavadel, E., Hartog, J., Hurwitz, F., Knas, E., Schochet, O., … & Tarullo, L.
(2017). Building family partnerships: Family engagement findings from the Head Start
FACES study (No. 1ad327a88d74461ead235be7b1360ec9). Mathematica Policy
Research.
Holmes, S. R., Reinke, W. M., Herman, K. C., Thompson, A. M., & Danforth, L. E. (2019).
Family–School Partnerships in Tiered Systems of Support. Establishing Family-School
Partnerships in School Psychology: Critical Skills, 42.
Derman-Sparks, L., & Edwards, J. O. (2017). Living our commitments: A pledge to all children
and families. Exchange.
Grant, K. B., & Ray, J. A. (Eds.). (2018). Home, school, and community collaboration:
Culturally responsive family engagement. Sage Publications.
Moravcik, E., Feeney, S., & Freeman, N. K. (2016). ” Make Sure My Child Drinks Her Milk”The Response. YC Young Children, 71(4), 88.

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