Behaviors and Strategies for the Home and School Setting
ECE 313: Collaboration with Parents & Community
February 13th, 2012
Instructor: Brandy O'Leary
Children need learning experiences and environments that fit their needs, not based on what adults think they should be learning or doing. Understanding the working of a family-centered early care preschool room deals with many aspects. We as educators must remember that things we report to parents as problematic in our environment may not be a concern in their home environment. Stay focused on developmental aspects to conquer behavioral issues. Some things to consider are attachment, self-help skills, empowerment, pro-social skills, and self-esteem. These are building blocks to gear preschoolers for their next step- kindergarten. A source of learning comes from many places- self, others, and experiences. Each developmental stage begins at home and should be strengthened in a school setting. Healthy attachments with parents and caregivers facilitate the positive development of these skills, which provide the foundation to for these skills. When various opportunities are given to children through play, modeling, coaching, environmental set up, and a well planned curriculum they flourish developmentally. Environments both in the home and in early childhood centers need to be conducive to a child’s learning experience. Facilitating a child's growth means working side by side with families. Attachment and bonding should be reinforced throughout every child's early childhood years- in and out of childcare. According to Bertherton (1992), "Attachment theory relates to strong, affectionate bonds that human beings share with each other (p. 759)." Indeed, these bonds are to be facilitated. Between human beings and have a shared common ground. This behavior must be reciprocal. The child benefits from multiple adults reinforcing attachment bonds consistently. Children's concept of their attachment figures, their whereabouts and likely response to child's behavior will help them with bonding. Felt security is regulated by physical proximity. The influence of parental attachment and the effect it has in relationships with peers and behavioral outcomes are meaningful. This attachment influences their motivation, how a child adjusts, and varies from child to child of various ages. Parents should identify their child's temperament, work with it, respect it, and accept it. Being consistent in their mood, as well as, planning family time and modeling will help children with any new adjustment. With secure attachment bonds children are able to move on to more complex developmental skills, such as, self-help skills. According to Eliason and Jenkins (2012), "Hands on or real experiences are important for children in the stage of early childhood. These children need a strong base of experiences that will provide a foundation for later learning (p.9)." To help facilitate self-help skills we as educators need to select appropriate prompts, fade support when a child can perform tasks on their own, have flexible schedules and follow routines. The goal should be performing tasks independently and persistence is the key to success. If rewards are issued they should be age appropriate and occur naturally and consistently. Praises, high fives, and tokens of affection are acceptable. Helping children is critical to move to the next step. Expect success when teaching is far more rewarding for staff and children. Learning is embedded into curriculum planning. Offering opportunities to promote self-help skills throughout their whole day gives them the much needed practice for success. Involving parents to reinforce new skills learned from school at home strengthens connections. Provide literature and make it accessible to children and families for skill building techniques can help. The best way to learn self-help skills...