Child family and community family centered early care and education 6th edition janet gonzalez mena test bank

Table of Contents Introduction Using Early Childhood Principles with Adult Learners iv Chapter-by-Chapter Ideas and Suggestions Chapter 1: The Child in Context of Family and Community

Instructor’s Resource Manual

for

Child, Family, and Community

Family-Centered Early Care and Education

West Texas A&M University

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Table of Contents

Introduction

Using Early Childhood Principles with Adult Learners iv

Chapter-by-Chapter Ideas and Suggestions

Chapter 1: The Child in Context of Family and Community 1

Chapter 2: Societal Influences on Children and Families 4

Chapter 4: Supporting Families with Autonomy-Seeking Youngsters 9

Chapter 5: Sharing Views of Initiative with Families 12

Chapter 6: Working with Families of School-Age Children 14

Chapter 7: Understanding Families’ Goals, Values, and Culture 18

Chapter 8: Working with Families on Guidance Issues 21

Chapter 9: Working with Families on Addressing Feelings and Problem Solving 23

Chapter 10: Working with Families to Support Self-Esteem 27

Chapter 11: Working with Families Around Gender Issues 29

Chapter 13: Schools and Early Care and Education Programs as

Community Resources 35

Appendices

The manual starts with some general suggestions to the instructor including information on

• Characteristics and teaching approaches appropriate to adult learners

• Authentic Assessment of adult learners

• Creating a syllabus or contract

• Useful activities for the beginning of the term and closing activities

• General teaching/learning strategies

• Ideas for portfolio artifacts related to the chapter

• Suggestions for using the personal-reflection items related to the chapter

Appendix A contains ideas for student projects

Appendix B is a list of relevant magazines, newsletters, journals and videos

Appendix C is the set of minimum competencies for the course, Child, Family, and Community,

required by the State of California as one of the core courses for Assistant Teacher or Associate teacher under the Child Development Permit

USING EARLY CHILDHOOD PRINCIPLES WITH ADULT LEARNERS

I taught children before I taught adults and when I changed jobs, I decided to try in my new adult

classroom the principles I followed in my work with young children They worked! This guide is built around those principles, such as active involvement, the use of multiple modalities, learning from

experience, provocation, empowering students by giving them choices, and taking a holistic approach to teaching/learning

Active Involvement

Although young children need a number of hands-on experiences with concrete materials, active

involvement for adults makes use of fewer concrete objects and more use of intra- and interpersonal opportunities to talk, listen, think, read, write and draw Active physical involvement is also included for adults in this manual in such ways as role-plays and moving around for discussions in pairs or small groups Guided imagery is an example of active involvement Even though the body is still, the mind is experiencing in ways that make it seem as if the body is actively involved

Learning from Experience

Another early childhood principle is that students learn from their own experience This is one way that students construct knowledge and incorporate new concepts They also need help to sort out and make sense of those experiences, which can be done with their peers during small group discussions and also by the teacher if the class isn’t too large or the course load too big Many of the exercises and activities in this manual ask students to share their personal experiences with others These activities provide an important way of constructing knowledge, but they also give practice in self-reflection, an important skill for anyone working or living with young children What we do today is often greatly influenced by what happened to us in our childhood For that reason many of the suggested activities and discussion

questions ask the students to go back to their own childhoods Also, a “personal reflection” section is included for each chapter

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concerned, or facing an issue that is left hanging, may well lead to research or soul searching on the part

of the student Provoking students is a delicate matter that needs to be balanced with respect and

sensitivity for differences

AUTHENTIC ASSESSMENT OF COLLEGE STUDENTS

allows students to be evaluated in areas of study that most interest them Projects can be done

individually or collectively Portfolio assessment and the project approach provide an answer to the problem of how to treat everyone fairly but not exactly the same A list of ideas for projects can be found

accomplished in the term In the following section each chapter contains suggestions for items to be

included in the portfolio

to feel free to write what they want, so I grade on the amount of time spent and/or number of pages turned

in each time I do not correct journal writing unless a student asks me to I never grade on the quality of the journal writing or make judgments about it When the quality is so low that I can’t understand what is meant, I simply say or write that I don’t understand Or I explain what I do understand and ask if it is correct I have a different mind set for reading journals than for reading student papers

My own purpose for using journal writing is to create a dialogue with individual students by reading what they have written and writing back to each on a regular basis My responses include: giving feedback, personal reactions, asking questions, or sometimes making suggestions I often ask students to look further or deeper into their experiences recorded in the journal I sometimes ask them to analyze This works well with some students and not so well with others With large classes journal writing doesn’t work because there’s simply not enough time for me to do all that reading and writing In a large class, I either have students read and comment on each other’s journals or I use journal writing as one choice among other assignments Some students hate journal writing and are delighted to have a choice about it The “personal reflection” suggestions connected to each chapter (see the next section) lend themselves to journal writing if you choose to use them that way

CREATING A SYLLABUS OR CONTRACT

The purpose of a syllabus is to inform the students of the teacher’s expectations It is more than an outline

of topics, a calendar of dates, and list of readings All those are part of the syllabus The syllabus should include the requirements of the course and the kinds of evidence, which document that the students have met the requirements The syllabus serves as a written agreement between the teacher and students and it binds both students and teacher A flexibility clause can be written in to allow for changes that may come

up In some cases the teacher and students develop individual personalized contracts instead of using the teacher-produced syllabus If a syllabus is used, it should include:

1 Basic Information such as course name, code number, number of credits, location, days and times when class meets, the instructor’s name, office location, office hours and telephone numbers

2 Text and other materials should be listed and it should be clear what is required and what is recommended, and where to find them

6 Course requirements and grading system which should be clear about exactly what is expected

of the student and how teacher and student will know if the requirements have been met

satisfactorily and how they will be translated into a grade that conforms to the grading system

of the institution Goals, objectives, requirements and grades should all relate to each other

When I teach a class using this text, I give students choices within set boundaries I expect them to read the text and base much of the class work on activities and discussions related to the chapters of the text I also expect them to choose a second book to read related to a topic of interest connected to the material in the text and in class I sometimes create the book list as the class proceeds by gathering ideas from the students as well as sharing my own Other times I give out a book list and insist that student stick to it A recent discovery of what to do with the information students have after reading a book came from Marion Cowee who introduced me to the idea of a “book club.” We team-taught together and created a list of 7 books from which students could choose Then we formed “book clubs” and scheduled discussions using

a circle-within-a-circle format The members of the particular book club sat in the inner circle and

discussed what they had read in terms of what they found useful and how it related to their lives, work, or studies The outside circle, which was made up of the rest of the class, observed their discussion After a period we opened up the discussion to the outside circle too The book club sessions were lively–much more interesting than regular book reports!

collaborative quizzes where groups of students work together Sometimes I have groups of students make

up quizzes and give them to other groups of students It’s as useful to think about the material in terms of what questions are worth asking, as it is to figure out the answers to somebody else’s questions I’m much more interested in collecting portfolio artifacts than test scores I am always thinking of how early

childhood principles apply to adult learning I worry that real learning goes out the window when testing

is taken too seriously Also some subjects lend themselves to testing better than does the subject of the socialization of young children

SOME USEFUL ACTIVITIES

Whoever first used this exercise with me thirty years ago used lemon, maybe because she had a lemon tree

at home Over the years I have adapted it, using whatever fruit was in season I like a fruit the students can eat on the spot Here are the directions:

Bring one piece of fruit (same type of fruit) for each student Pass out fruit Ask students to examine their piece of fruit carefully You can make this an observation exercise, giving details on how to observe Or you can make it a sensory experience, asking students to use more than one sense to “get to know” their fruit Once they know their fruit well, tell them to introduce it to someone else and show that person what makes their piece of fruit unique Tell them to introduce

it to a second person Tell them that this is for identity purposes, in case they need a witness Then collect all the fruit into one or two baskets, depending on the size of the class Pass the basket around and see if each person can find his or her own fruit If their fruit is missing, they can take their witnesses around and examine other people’s fruit to see if they can find their missing fruit Usually everyone ends up satisfied having found their own fruit by the end, even in a large class Ask students what the purpose of the exercise was or what they got out of it They usually have some good answers to those questions Use this to demonstrate attachment to go with Chapter 1

It works Students get attached to their fruit

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much time each student has Otherwise this activity could take hours The directions are: “Tell us whatever you want about your name: first or last or entire name Suggestions: how you got it; if it reflects your roots, culture, ethnicity; a special story, if it suits you; how you feel about it; any history.” The teacher should also take part in the exercise Besides being a good get-acquainted exercise, this exercise helps the teacher and students remember the names of the class members

teacher for the first time? Did trust issues come up? Talk about ways to help parents feel more confident in separating from their children (Thanks to Gretchen Brookes for this idea.)

students to look at the term “culture” and try to define what they mean by it “Diversity” is

another word that is worth exploring this way Any word will work The exercise taps resources that remain untapped when definitions are verbal (Intisar Shareef gave me this idea.)

7 Scavenger Hunt

Make up your own categories to fit your class Below is a sample

Who is like me? Who is different from me? To whom am I drawn?

Write the name of a person in this group for each of the following items You may use a

person’s name only once

2 One Word Poem

Stand in a circle (holding hands or not as feels comfortable and appropriate) Ask students to say

a one-word poem You can give it a theme: How I felt tonight; something I learned about the content of the course; how I feel right now, etc Tell students they can give as many one word poems as they want, but not in a row

3 Name Game

Toward the beginning to the term when students still don’t know the names of all their classmates, I like

to end with some kind of name game Here is one

Use a lightweight ball or a soft throw able object for this exercise Say the name of a student and toss him or her the ball Tell that student to do the same until all students have been named aloud This can also be done as a waker upper when the class drags

Choose a word to explore through this exercise Attachment, power, infant, caregiver, discipline,

environment, respect, ecology, society, societal influences, family are all words that offer

opportunities for students to gain insights into associations, meanings, and innuendos of words

It also helps students to understand that not all share the same associations, so it tunes students

into each other’s experiences Here is how to carry out the exercise using the word power Brainstorm this word Ask what comes to mind when you say the word power Write down

words and phrases so everyone can see them Sometimes it helps to have two people writing so the exercise doesn’t slow down Let people call out their words Don’t censor, correct, question,

or comment Accept whatever associations they give as valid Don’t laugh or allow students to laugh The idea is to be creative and tap into the unconscious The teacher’s comments or facial

expressions of surprise or puzzlement will dampen the creativity, so be neutral and accepting Keep the exercise going for a while even after it begins to slow down Pushing on past the natural stopping place helps students to think broader, deeper and more creatively Sometimes it helps to ask students to think of making a TV commercial for some product using images that

invoke the word or concept power When you have covered several chart sheets or a board with

the brainstormed words, ask students to use the words to: 1 Write a definition or 2 Create a poem or 3 Make up a song or 4 Create an image or symbol or 5 Draw a picture or 6 Make up

a dance or a movement, gesture, or some other body expression or 7 Create a role-play By giving a choice of expression students can use their strengths instead of always being in a more academic, literary, or linear mode

2 Exploring Stereotypes

This is a variation of Brainstorming Pick two groups of people that lend themselves to

stereotypes One group should somehow relate to the people of the class Two contrasting groups that bring forth lots of discussion are football players and early childhood teachers On chart paper or a board write down everything the class has ever heard someone say about the first group Don’t censor The point is to get the stereotypes down on the paper Then do the same with the other group Compare the two and let the class decide which are stereotypes and which are valid descriptions What usually happens is that it is easier to see the stereotypes of one’s own group than another group After a fairly unthreatening start with two less emotional and controversial groups, it is possible to take a risk and add a group like gay men or lesbian women Don’t do this until the group has begun to come together and support each other and you are confident that the exercise will have positive outcomes

3 Taking a Stand

Make a statement about a topic that will provoke discussion (Under-age girls should have

parental consent for abortions, for example.) In the four corners of the room post signs: Strongly

agree; Agree; strong disagree; disagree Have students stand in the corner that best fits their

opinion Have them discuss why they stand where they do Get them to dialog with each other

Have someone from the strongly agree group restate the position of someone from the strongly

disagree and vice versa This exercise not only makes for a lively discussion, but also gives a

chance for the students to practice listening skills Teach students about respecting each other’s differences

4 Make a Continuum

Similar to Taking a Stand except instead of four corners there are two ends and participants place

themselves along where they belong by talking to the other people in the line For example, a good discussion can come out of helping students look at their assumptions about a subject where there is bound to be disagreement among class members Stress listening skills and

respecting diverse perspectives

it from? Would you teach what you learned to children you work or live with? (Goes with Chapter 10) 2 What is your experience with, ideas about or feelings regarding “security items” for babies? (Goes with Chapter 2 and 3) This is an excellent “diversity” activity because even in

a homogeneous class you’ll discover differences If more than one culture is present you’ll discover possible cultural differences too

7 Circle within a Circle

The point of this exercise is to lower the number of people in a discussion and practice

observation skills Arrange chairs so that half are in an inner circle and the other half around them Inner circle people discuss a topic, while outer circle people observe After a period, observers discuss what they observed Then they switch places and continue the discussion This is a good way to limit the number of people in a discussion and still involve everyone It also lets class members understand dynamics of discussions

discussion about the circled items This is a good way to get the whole group to hear about what was discussed in each small group without a long report-back session after the small groups