Discussion 1: Theoretically Speaking
As you have learned throughout your previous course work, there are many theories that come into play when working with young children. Just as there are theories that are related to how children grow, develop, and learn, so too are there theories related to developing relationships with families and the community. In this discussion, you will examine some of the most common theories related to support children and their families.
What really are theories and why are they important? A theory is an organized body of concepts and principles intended to explain a particular phenomenon. Thus, theories explain how and why something functions the way it does (Johnson & Christensen, 2007). We use various theories as a basis and foundation to explain and understand behavior. That doesn’t mean that you can’t create your own theory of why and how something works. Your views can be understood and/or supported in the context of existing theories that have likely been researched, validated, and extensively studied.
To prepare for this discussion:
- Please refer to the Week One Guidance for further tips and examples that will support your success with this discussion.
- Read Chapter 3: ECE 355 text
- Locate your two assigned theorists from the table below
Last Name Begins With
Approach to Early Literacy
Last Name Begins with A-F
Bronfenbrenner and Erikson
In your initial post, imagine that you are listening to your two assigned theorists having a conversation with each other. Write a transcript of the conversation between your two theorists that address the points below:
- Summarize the key characteristics of your assigned theories
- Instructor tip: Identify the most pertinent details of the theory and summarize these characteristics.
- Explain the similarities and differences between your theories when it comes to supporting families
- Instructor tip: You may want to use a compare and contrast chart to help you organize the similarities and differences and how it relates to supporting families. Sometimes using a visual can be helpful in organizing your ideas.
- Describe at least one way in which you see your theories working together to support strong partnerships between children, families, and the community
- Instructor tip: How do these theories work together to support strong partnerships between children, families, and the community? Make sure you give specific details and at least one example that integrates these different points of view.
Collaboration with Families and Communities
Francis Wardle, Ph.D.
Red Rocks Community College and University of Phoenix
Francis Wardle
Collaboration with Families and Communities
Bridgepoint Education, Inc.
VP of Learning Resources: Beth Aguiar
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ISBN-10: 0985970103
ISBN-13: 978-0-9859701-0-9
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Chapter 1 Family-Centered Early Care and Education 1
Chapter 2 Attachment: Programs and Families Working Together 25
Chapter 3 Developing Autonomy 51
Chapter 4 Supporting Initiative in Children 79
Chapter 5 The Family’s Culture 107
Chapter 6 Approaches to Family-Program Collaboration 139
Chapter 7 Discipline and Guidance 173
Chapter 8 Problem Solving 211
Chapter 9 Feelings and Self-Esteem 239
Chapter 10 Stress and Family Resilience 273
Glossary 305
References 318
Brief Contents
Contents
About the Author xviii
Acknowledgments xix
Chapter 1 Family-Centered Early Care and Education 1
Introduction 2
1.1 Why a Family-Centered Approach 3
1.2 Contexts and Stages 5
Bronfenbrenner’s Ecological Systems Theory 6
Microsystem 7
Mesosystem 8
Exosystem 8
Macrosystem 9
Chronosystem 10
Erikson’s Psychosocial Theory 10
Trust Versus Mistrust (Birth to 1 Year Old) 12
Autonomy Versus Shame and Doubt (1 to 3 Years Old) 13
Initiative Versus Guilt (3 to 6 Years Old) 13
1.3 Threads That Run Throughout the Book 14
Collaboration 14
Diversity 14
Exceptional Children 15
Developmental Issues 16
Gender Differences 16
Communication 18
Research 18
1.4 Use of Community Resources 19
Program-Specific Resources 20
Systematic Use of Community Resources 20
Chapter Summary 22
Key Terms 22
Contents
Chapter 2 Attachment: Programs and Families Working Together 25
Introduction 26
2.1 Attachment Theory 26
Types of Attachment 27
The Role of the Mother (and Other Caregivers) 27
The Effects of Early Attachment 28
The Child’s Temperament and Attachment 29
2.2 The Parent’s and Teacher’s Roles in Each of Erikson’s Stages 32
Trust Versus Mistrust 32
Autonomy Versus Shame/Doubt 32
Initiative Versus Guilt 32
2.3 Attachment and Cultural Diversity 33
2.4 Nurturing Secure Attachment in Early Care and Education Programs 36
Types of Early Care and Education Programs 36
Curricula 38
Program Components That Support Secure Attachment 39
The Role of Professional Caregivers 42
Collaboration Between the Program and the Family 42
2.5 Use of Community Resources to Support Attachment 45
Resources for Families 45
Early Care and Education Staff Development and Training 46
Chapter Summary 47
Key Terms 48
Chapter 3 Developing Autonomy 51
Introduction 52
3.1 Developing Autonomy 52
Developing Shame and Doubt 54
Support from Caregivers 54
Supporting Language Development 55
Contents
3.2 Discipline and Autonomy 57
3.3 Temperament and Coping with Feelings 60
Coping with Feelings 62
Survival Purpose of Emotions 63
Children’s Emotional Development 63
Identifying the Emotions of Others 64
Regulating Emotions 64
Emotional Intelligence 65
3.4 Piaget’s Sensorimotor Stage and Preoperational Stage 65
Sensorimotor Stage 65
Preoperational Stage 67
Stranger Anxiety and Separation Anxiety 67
Stranger Anxiety 68
Separation Anxiety 68
Responding to Stranger and Separation Anxiety 69
3.5 Supporting Autonomy in the Early Care and Education Program 70
Training and Supporting Caregivers 71
Supporting Autonomy and the Regulation of Feelings in the Center 72
Communicating with Parents about Autonomy and Emotions 72
3.6 Resources for Families and Programs Working with Young Children and Their Families 74
National and International Resources 74
Local Resources 75
Chapter Summary 76
Key Terms 77
Chapter 4 Supporting Initiative in Children 79
Introduction 80
4.1 Supporting the Child’s Development of Initiative 81
Characteristics of Children Who Have Developed Initiative 83
Contents
4.2 Initiative and Play 84
Characteristics of Play 85
Piaget’s Cognitive Play Stages 86
Social Play Stages 87
The Play Matrix 88
Fantasy Play and Initiative 88
4.3 Initiative and Aggression 89
Adults Helping Children with Aggression 90
Exposure to TV and Other Media Teaches Aggression 91
4.4 Brain-Based Learning and Initiative 92
Brain-Based Learning and the Media 94
4.5 Supporting Initiative in the Early Care and Education Environment 94
Curricular Approaches That Empower Children to Develop Initiative 95
Provide Indoor Environments That Support Initiative 96
Provide Outdoor Environments That Support Initiative 96
Overall Design of the Playground 96
4.6 Use of the Community to Support Initiative 99
Museums 99
Learning About Nature 100
City Parks and Playgrounds 101
Libraries and Bookstores 101
Conclusion 102
Chapter Summary 102
Key Terms 104
Chapter 5 The Family’s Culture 107
Introduction 108
5.1 The Melting Pot, Salad Bowl, and Cultural Pluralism 108
Cultural Pluralism 109
Cultural Pluralism and Early Care and Education Programs 110
Contents
5.2 Culture 111
Cultural Contexts of Individuals 112
5.3 Various Cultural Contexts of Children 112
Immigrant Status 113
Income Status 113
Religious Status 114
Race and Ethnicity 115
Language 115
Gender 116
Family Structure 117
5.4 Responding to a Child’s Diversity in the Early Childhood Program 118
Start with the Child 118
Let the Child and the Child’s Family Inform You 119
View the Whole Child 119
Avoid Imposing Your Views 120
5.5 Child-Rearing Practices: An Expression of Culture 122
Independence 122
Interdependence 123
From Cultural Dichotomies to Cultural Complexities 124
Sleeping Arrangements 124
Contexts of Early Care and Education Programs 125
5.6 Conflicts Between Parents’ Values and Program Practices 126
Dialoguing 127
The RERUN Problem-Solving Process 127
5.7 The Anti-Bias and Ecological Model 128
Race/Ethnicity 130
Culture 130
Gender 131
Ability/Disability 131
Community 131
Contents
Family 132
Socioeconomic Status 132
Chapter Summary 134
Key Terms 135
Chapter 6 Approaches to Family-Program Collaboration 139
Introduction 140
6.1 Theoretical Models and Research 140
Policies and Programs That Increase Partnerships Between Families and Early Care and Education Programs 141
Theoretical Models 143
6.2 Family Systems Theory 143
Boundaries 144
Roles 145
Rules 145
Hierarchy 146
Climate 146
Equilibrium 147
6.3 Project Head Start 147
Head Start’s Approach to Parent Partnerships 148
Creating Community Partnerships 149
Kindergarten Transition 149
Parental Input into Plans 150
6.4 Ecological Systems Theory Approach 151
Basic Family Functions 152
Quality Early Care and Education 154
6.5 Frameworks for School, Family, and Community Partnerships 155
Joyce Epstein’s Framework 156
6.6 National Parent Teacher Association’s National Standards 158
Contents
6.7 The Challenge of Partnerships with Families 161
Cross-Cultural Communication Skills 161
Six Areas of Nonverbal Communication 162
Family Strengths and Challenges 163
Getting Parents Involved 163
Specific Challenges in Working with Diverse Families 164
Three Specific Activities to Use with Low-income Families 165
Building Respectful Relationships 165
Engaging Families in Supporting Learning at Home 166
Creating Cultural Memoirs 166
6.8 Working with Fathers 167
Chapter Summary 168
Key Terms 170
Chapter 7 Discipline and Guidance 173
Introduction 174
7.1 Guidance, Discipline, and Emotional Regulation 175
Brain Development 175
Achieving Self-Control and Self-Regulation 175
Executive Functioning 176
Effortful Control Skills 176
Emotional Regulation 176
Why Young Children Struggle to Behave Appropriately 177
7.2 Adult Expectations of Young Children 178
Health and Safety 178
Learning 179
Social and Cultural Expectations 180
Adult Convenience and Practicality 181
7.3 Approaches to the Guidance and Discipline of Young Children 183
Rewards/Reinforcements 183
Extrinsic Reinforcement 184
Intrinsic Reinforcements 184
Contents
Negative Reinforcement 184
Punishment 185
Problems with the Use of Punishment to Modify Children’s Behavior 185
Natural and Logical Consequences 186
Natural Consequences 186
Logical Consequences 186
Unrelated Consequences 187
Response Cost 187
Verbal Reprimands 187
Time Out 187
Modeling 188
7.4 Working with Parents: Children’s Discipline and Guidance 192
The Program’s Approach to Discipline and Guidance 193
Consistency, Developmental Delays, and Diversity 193
7.5 Moral Reasoning 194
Stage 0: Egocentric Reasoning (Preschool, ages 3–4) 196
Stage 1: Unquestioning Obedience (Kindergarten, ages 5–6) 196
7.6 Exceptional Children 197
Causes 198
Identifying and Serving Children with Developmental Delays 198
Approaches to Working with Children with Developmental Delays 199
Use of Community Resources 200
Learning in an Inclusive Community 200
Gifted and Talented Children 201
Characteristics and Behaviors of Gifted and Talented Children 202
Meeting the Needs of Gifted and Talented Preschoolers 202
Focus on the Whole Child 204
Affective Needs of Gifted/Talented Preschoolers 204
Twice Exceptional Young Children 205
Chapter Summary 206
Key Terms 207
Contents
Chapter 8 Problem Solving 211
Introduction 212
8.1 Problem Solving with Adults 212
Feelings 213
Cultural Aspects to Feelings 214
8.2 Parenting Styles 214
Authoritarian Parenting Style 215
Permissive Parenting Style 216
Authoritative Parenting Style 217
Uninvolved/Neglectful Parenting Style 217
Cultural Variations in Parenting Styles 217
Temperament and Parenting Styles 218
8.3 Working with Families to Problem Solve 219
Positive Relationships Between Families and the Program 220
Causes of Conflict 221
Quality Indicators 222
8.4 Effective Relationships Between Program Staff 222
The Director Sets the Tone for Problem Solving 224
Making Decisions within the Program 226
Improving Program Quality 228
8.5 Children and Problem Solving 228
Feelings 229
Young Children and Reasoning 230
Encouraging Problem Solving in Children 231
Use of the RERUN Process with Children 234
Chapter Summary 235
Key Terms 236
Contents
Chapter 9 Feelings and Self-Esteem 239
Introduction 240
9.1 Building a Positive Self-Image 240
Brain Development 242
Developing Positive Self-Esteem 243
Love and Acceptance 243
Power and Control 246
Moral Value 247
Competence 248
9.2 Self-Efficacy 249
The Impact of Self-Efficacy on Children’s Behavior and Learning 250
Self-Efficacy and Gender 251
Self-Efficacy in Adults 252
Developing High Self-Efficacy 252
Previous Successes and Failures 252
Messages From Others 253
Successes and Failures of Others 253
Successes and Failures of a Group 253
Self-Efficacy and Working with Young Children 254
9.3 Social Competence 257
Components of Social Competence 257
Connection Between Social Competence, Self-Esteem, and Self-Efficacy 258
Principles and Practices That Enhance Social Competence 259
Respect Children’s Feelings 259
Social Competence is Culturally Defined 260
Social Behaviors Develop in Cycles 260
Direct Communication Increases Adult Effectiveness 261
Relationships Should Focus on Content 261
Optimal Teacher Intervention is Required 261
Adult Expectations Are Powerful 262
Teachers’ Interactions Model Social Competence 262
Fostering Social Knowledge and Understanding, Strengthening Interactive
Contents
Skills, and Social Skills Training 262
Fostering Social Knowledge and Understanding 262
Strengthening Interactive Skills 263
Providing Social Skills Training 265
9.4 Affirmations 265
Children’s Responses to Attention 267
Providing Positive Affirmations 269
Chapter Summary 269
Key Terms 270
Chapter 10 Stress and Family Resilience 273
10.1 Family Stress and Resiliency 274
Family Structures 274
Family Functions 275
Traits of Resilient Families 277
The Circumplex Model of Family Adaptability and Cohesion 278
Family Cohesion 278
Family Flexibility 278
Family Communication 279
Combining Cohesion, Flexibility, and Communication 279
Independence and Interdependence 280
Boundaries 280
Self-Esteem 280
Communication 280
Protection and Connection 281
Rules 281
10.2 Resilient Children and Children Who Struggle 281
Developing Resilient Children 282
Support Children and Families 283
Teach Children Self-Efficacy 283
Teach Problem Solving 283
Give Children Responsibilities 283
Contents
Provide Positive Role Models 284
Be Super-Sensitive to the Child Who Struggles 284
Children Who Struggle 284
10.3 Six Family Scenarios 287
Aasiya’s Family 287
What the Program and Family Can Do 288
Maia’s Family 288
What the Program and Family Can Do 289
Ephram’s Family 289
What the Program and Family Can Do 290
Jesus’ Family 290
What the Program and Family Can Do 291
Ester’s Family 291
What the Program and Family Can Do 292
Sarah’s Family 292
What the Program and Family Can Do 293
Common Issues for All Families 293
10.4 How Early Care and Education Programs Address Family Stress 293
Targeted Programs 294
Direct Services 295
Accessing Services within a Network 295
Resource Referral 295
Transition to K-12 Schools 295
Advocacy 296
10.5 Quality Efforts Designed to Make Sure Programs Support Families 296
Environment Rating Scales 297
Program Accreditation 298
Standards of Accreditation 299
NAEYC Accreditation Indicators 299
Accreditation Procedure 300
Contents Chapter
Program-Specific Evaluations 300
Performance Standards 300
PRISM Evaluation System 301
Families and Program Quality 301
Chapter Summary 302
Key Terms 303
Glossary 305
References 318
About the Author Chapter
Dr. Francis Wardle
Dr. Francis Wardle received his Ph.D. in Curriculum and Instruction/Human Development from the University of Kansas and currently teaches for Red Rocks Community College and the University of Phoenix in the School of Advanced Studies. Dr. Wardle writes for a variety of national and international publications and has served as a Head Start volunteer, educa- tion manager, director, and federal program reviewer. He was the national director of train- ing and resource development for Children’s World Learning Centers.
Dr. Wardle first became involved with young children when he worked at a local kin- dergarten for his high school community service. Since then, he has designed and built playgrounds for early childhood programs in the United States and Brazil, consulted on playground design and safety for Head Start programs across the nation, helped design and manufacture wooden toys, and taught young children in Taos, New Mexico; Kansas City, Missouri; Farmington, Pennsylvania; and Denver, Colorado.
As a member of Partners of the Americas, Dr. Wardle has visited Brazil on numerous occasions since 1997 to study its early care and education system, learn about its unique approach to race and multiracial identity, and present at local conferences and universities.
Dr. Wardle also enjoys hiking, gardening, photography, travel, and spending time with his two grandchildren.
About the Author
Acknowledgments Chapter
I would like to acknowledge the people who made significant contributions to the devel- opment of this text. A special thanks to Anna Lustig, sponsoring editor, Jude Berman and Rebecca Paynter, development editors, Jessica Sarra, assistant editor, Lauren LePera, editorial assistant, Emma Hammack, editorial team assistant, and Nicole Flewellen, editorial intern.
I would also like to thank the following peer reviewers for their feedback and helpful guidance:
Jessica Acton, Ashford University
Patti Brock, Ashford University
Mary Jane Eisenhauer, Purdue University-North Central
Jaesook L. Gilbert, Northern Kentucky University
Julie Hacker, Ashford University
Sandraluz Lara-Cinisomo, University of North Carolina-Charlotte
Brandy O’Leary, Ashford University
Julie A. Poehlmann, University of Wisconsin-Madison
Melanie Rodriguez, Ashford University
Ann Zucker, Ashford University
My students in various child development classes at Red Rocks Community College also deserve special thanks, as they were required to listen to all of the new information I discov- ered in doing my research for this book and consider the new ideas this information stimu- lated in me. I am sure they sometimes wished that we would just stick to the text!
Finally, I would like to acknowledge my wife, Ruth, for putting up with me while I always seemed to have my head in a book or my fingers on the keyboard, and a special thanks to my children and darling grandchildren, who provide the inspiration for all of my writing.
Acknowledgments
In memory of Daria (Dasha) Marie Pohl, a spirited, joyful and happy young lady who was taken from us too soon. Dasha lived her life to the fullest, and her love for everyone she knew was boundless. The lives of her friends and family will be for- ever changed for having known her.
Dedication
Family-Centered Early Care and Education
Learning Objectives
After reading this chapter, you should be able to:
▸▸ Define family-centered early care and education.
▸▸ Examine Bronfenbrenner’s ecological systems theory.
▸▸ Explain the first three stages of Erikson’s psychosocial theory.
▸▸ Recognize the value of a family-centered program for families, children, and teachers.
▸▸ Discuss how early care and education programs can become resource centers for families and the community.
▸▸ Identify ways programs can advocate for the families they serve.
▸▸ Explain the importance of two-way communication between families and the early childhood program.
1
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Introduction Chapter 1
Introduction Family-centered early care and education is a holistic approach to working with children and their families. In traditional approaches to K-12 education, the focus has been on the child and ways to teach young children. Future teachers and caregivers learn about child develop- ment, how children learn, and the health and safety of the child. More rece