Family Scenarios

The Assignment

Using the Family-Teacher Perspectives Reframing Activity, you will evaluate each situation and complete each of the columns identifying the Teacher’s Perspective, the Family Perspective. Then, in the final column, you will detail how you as the teacher would work to resolve the differences in perspectives. When writing your perspectives statement, you should consider a child’s developmental stages related to the age provided. The resources below will help you develop your resolution. Family-Teacher Perspectives Reframing Activity (MS Word) Family-Teacher Perspectives Reframing Activity (MS Word) – Alternative Formats Family-Teacher Perspectives Reframing Activity (MS Word) – Alternative Formats(opens in a new download window)

Grading Criteria

Your assignment submission will be evaluated using this rubric:   Teacher Family Scenarios Assignment Rubric (MS Word Document) – Alternative Formats Teacher Family Scenarios Assignment Rubric (MS Word Document) – Alternative Formats(opens in a new download window)Your perspective and resolution statements should be clear and obviously related to the scenario. Spelling, grammar, and punctuation will be also evaluated.

Resources

In order to successfully complete this assignment, you will need to utilize all resources.

• Writing Assignment Guidelines (opens in a new window)
  https://vlc.nccommunitycolleges.edu/bb-templates/writing-assignments.html
• On Our Minds: At Risk and Special Needs Forum (opens in a new window)
  http://vlc.nccommunitycolleges.edu/storyline/EDU234-May2019/M6-documents/OnOurMindsWeb0110.pdf
  Talking to families of infants and toddlers about developmental delays. (2019, January) Reprinted from Young Children (January 2010). Retrieved April 17, 2019.
• Tips for Child Care Providers to Communicate with Parents Their Concerns About a Child’s Development (opens in a new window)
  https://articles.extension.org/pages/28228/tips-for-child-care-providers-to-communicate-with-parents-their-concerns-about-a-childs-development
  Extensions: A Part of the Cooperative Extension System (2015, September 28). Retrieved on 17 April 2019.
• How to Communicate with Parents (opens in a new window)
  http://vlc.nccommunitycolleges.edu/storyline/EDU234-May2019/M6-documents/How-to-Communicate-with-Parents-ZERO-TO-THREE.pdf
  How to Communicate with Parents. (n.d.). Retrieved from https://www.zerotothree.org/resources/92-how-to-communicate-with-parents.
• Promoting Family Engagement: Communicating with Families (opens in a new window)
  https://www.virtuallabschool.org/infant-toddler/family-engagement/lesson-3
  Virtual Lab School. Retrieved on 17 April 2019.
• Adverse Childhood Experiences (ACES) (opens in a new window)
  https://www.cdc.gov/violenceprevention/childabuseandneglect/acestudy/index.html
  Center for Disease Control and PreventionEDU 234 – Family-Teacher Perspectives Reframing Scenarios

  Situation	Teacher Perspective	Family Perspective	As the teacher, what do you do to resolve these differences in perspective?
  EXAMPLE: Juanita’s mom picks up her toddler at the end of the day. It’s the third day in a row her daughter has come home messy and with dirty clothes (grass stains and finger paint).	It’s important to offer toddlers multiple sensory experiences throughout the day. Sensory experiences support early learning, growth and development.	We spend money on her clothes and we need to keep them looking nice. We do not go right home after I pick her up and I do not want people thinking I do not keep my daughter clean.	As the teacher I would share that we have many opportunities throughout our day to explore the world around us and that sometimes those activities are messy. However, I do understand her concerns and can make sure that she is in clean clothes prior to pick-up. I can also encourage mom to consider play clothes for school if possible. I can also ensure that Juanita wears a smock during painting and other messy play.
  1. Micah, 1 ½ years old, is biting multiple children in the classroom every day.
  2. Sarah, 17 months old, has been bitten by another child multiple times this week.
  3. When she dropped off her 20-month-old, Malika, that morning, she mentioned to her friend, Angela (who cares for Malika), how impossible Malika has been in the mornings. She drags her feet, doesn’t want to get dressed, pitches a fit about which outfit to wear—it’s been practically impossible to get her out the door. Angela seemed really surprised. “Wow, she is an angel here. I tell her it’s time to go out and she runs over to the coat hook, pulls down her coat, and puts it on. She is really cooperative.”
  4. Aldo stopped arrived to pick up his toddler, Blanca. When he tells Blanca it is time to go home, she shouts, “No! Stay with Ms. Nita!” and goes to hide under the table. After calling to her, Aldo finally had to crawl reach under the table and pull her out. Blanca was screaming the whole time.
  5. George is 13 months old. His mom comes into the room and asks you when you think her child will be ready to move to toddlers. She is a bit upset and stressing that she doesn’t want her child to stay with all of these babies when he is almost walking.

   

  Adapted from: csefel.vanderbilt.edu

  Resources for scenarios:

  · https://www.virtuallabschool.org/infant-toddler/family-engagement/lesson-3

  · https://www.childrenslearninginstitute.org/media/81298/module1_zhandout_responsivecaregiving