Child Development Department Of Early Childhood Studies ✓ Solved

Child Developmentdepartment Of Early Childhood Studies3214austin Stree

Child Developmentdepartment Of Early Childhood Studies3214austin Stree

Child Development department Of Early Childhood Studies 3214 Austin Street, Houston, TX phone fax TECA 1303 Family, School, and Community Family Profile Project (Key Assessment) NAEYC Standard 1: Promoting Child Development and Learning b. Students know and understand the multiple influences on development and learning. NAEYC Standard 2: Building Family and Community Relationships a. Students know about and understand family and community characteristics. b. Students can support and empower families and communities through respectful, reciprocal, relationships. c.

Students involve families and communities in children’s development and learning. NAEYC Supportive Skills SS3 Written and Verbal Communication : Well-prepared associate degree graduates have strong skills in written and verbal communication. Students are technologically literate. SS4 Making Connections Between Prior Knowledge/Experience and New Learning : Well-prepared associate degree graduates are able to respect and draw upon their past or current work experience. In addition, they are able to reflect critically upon their experience, enriching and altering prior knowledge with new insights.

Required Component – This assignment (family profile project - key assessment) is required for completion of this course. If this assignment is not completed with 70% of possible points, you will not receive a passing grade in this class. Family Profile Project Description In order to better understand families, children, and the contexts in which they live, you will conduct research, gather data, and complete a 4-5 page written report that answers several different descriptive, exploratory, and explanatory questions. Using a set of guiding questions, you will first conduct an interview with or administer a survey to your selected family to find out more information about the child, the family, the home/neighborhood/ community, and the family’s interaction with a selected school or early childhood program.

Then you will demonstrate your ability to engage and involve parents in the educational process by describing ways you would: a) involve the family and its community in the child’s learning, b) communicate with the family to address any potential instructional or behavioral concerns; c) connect the family to community resources that you have identified as being potentially helpful or beneficial in supporting the family or in addressing the child’s needs. The following outline may be of some assistance in putting to together the report. Family Profile Project Outline Section I (Standard 1b) - In this section you should, · Clearly describe the child you have selected in terms of his or her physical, social/emotional, and cognitive development and how the child’s abilities or performance relates to established milestones or benchmarks.

Be sure to refer to the milestone or benchmark source that you used. · Clearly identify and discuss the child’s needs and strengths in each of these three domains. TECA 1303 family profile project – page 2 Section II (Standard 2a) -In this section you should clearly describe, in detail (using the system level labels as subheadings), the characteristics of the child’s family structure, background and the community where he or she resides. Using the Bronfenbrenner’s Ecological Systems Theory, be sure to discuss the following systems that are operating and affecting the child’s development: · Microsystems-The most significant contexts in which the child interacts (e.g. family, school, peer groups, and community) · Mesosystems- The child’s significant contexts of development that are linked to one another (e.g. home and school, school and community, home and peers, etc). · Exosystems- The settings in which the child does not participate directly but which influence his or her development in one of their microsystems (parents’ workplace and/or schedules, parental social support networks, parental income, community resources, decisions made by school boards or city councils). · Macrosystems- The characteristics of the larger society that influence child’s development (religious, cultural, or other belief systems, lifestyles, patterns of social interaction, and life changes adopted by the child’s nuclear or extended family).

Section III (Standard 2b) - In this section you should, · Clearly identify and discuss the overall strengths of the family. · Tell how these strengths can contribute to the child’s continued growth and development. · Describe how you (as a teacher or caregiver of the child) might establish a relationship with, communicate with, and provide support to this family. Section IV (Standard 2c) -In this section you should, · Make several suggestions about ways to engage and involve the family in the selected child’s learning and educational progress. · Explain how you would encourage their participation in the child’s educational program and the suggestions or recommendations you would give them so that they might better address or respond to the child’s needs and strengths that have been identified. · Be sure to give many clear examples and ideas.

Revised -- August 2010 TECA 1303 family profile project – page 3 Developmental Benchmarks (Resources for Family Profile Project) Use these files as a resource for section one of the Family Profile Project. This section is about how the child's development (child that you're writing about in your paper) is related to developmental norms/benchmarks for his/her age. · Developmental_Benchmarks_6_to_8_years.pdf · Developmental_Benchmarks_9_to_11_yearss.pdf · Developmental_Benchmarks_Birth_to_Adolescence.pdf · Developmental_Benchmarks_elaborate.pdf · General_Developmental_Sequence_Toddler_through_Preschool.pdf Student Name Date TECA 1303 FAMILY PROFILE PROJECT (Key Assessment) Criteria for Grading Meets Project Expectations (20 points) Approaches Project Expectations (14 points) Falls Below Project Expectations (8 points) Points Awarded Standard 1b: The student knows and understands the multiple influences on development and learning; SS4: The student makes connections with prior learning Document clearly describes the child and provides explanation for the child’s behavior and characteristics; knowledge and understanding of child development theories, milestones, and/or benchmarks is clearly applied; the needs and strengths of child are fully and clearly identified Document somewhat describes the child; attempts to provide explanation for the child’s behavior and characteristics by applying some knowledge and understanding of child development theories, milestones, and/or benchmarks; some of the needs and strengths of child are identified Document does not at all describe the child in all aspects; little explanation for the child’s behavior and characteristics is provided; applies little knowledge or understanding of child development theories, milestones, and/or benchmarks; does not adequately identify child’s needs and strengths at all Standard 2a: The student knows about and understands family and community characteristics.

Document clearly and thoroughly describes the family, background, and community characteristics; discusses and labels at least 4 of the 5 levels in the family systems or ecological theory of child development operating within the family context Document somewhat describes the family, background, and community characteristics; discusses (but does not label) the family systems or ecological theory of child development and/or misses one or two of the 5 levels within family context Document somewhat describes the family, background, and community context BUT does not at all discuss the family systems or ecological theory of child development and totally omits reference to any of its 5 levels Standard 2b: The student can support and empower families and communities through respectful, reciprocal, relationships.

Document clearly and thoroughly identifies the strengths of the family and community; clearly tells how these strengths can contribute to the child’s growth, development, and learning; fully discusses in detail how the student (as a teacher) would respond to, communicate with, and support the selected family in ways that are respectful, responsive, and reciprocal Document somewhat identifies the strengths of the family and community; needs more clarity in telling how these strengths can contribute to the child’s growth, learning, or development; discussion of how the student (as a teacher) would respond to, communicate with, and support the selected family in ways that are respectful, responsive, and reciprocal is limited and needs elaboration Document identifies few or none of the strengths of the family and/or community; does not at all tell how these strengths can contribute to the child’s growth, learning or development; does not discuss at all how the student (as a teacher) would respond to, communicate with, or support the selected family in ways that are respectful, responsive, and reciprocal Standard 2c: The student involves families and communities in children’s development and learning.

Document clearly and thoroughly provides many examples and ideas of ways to engage and involve the selected family in the educational program; clearly tells how the family can address the child’s needs or build upon the child’s strengths; gives many suggestions and relevant recommendations as to what the family can do to support child’s development and learning Document provides some examples and ideas of ways to engage and involve the selected family in the educational program somewhat tells how the family can address the child’s needs or build on child’s strengths; this area could be enhanced or use a little improvement as some suggestions and/or recommendations made; more elaboration is needed Document provides few general examples or ideas of ways to engage or involve the selected family in the educational program; very brief or no real discussion of how the family can address the child’s needs or build on child’s strengths; this area needs much enhancement or great improvement as few, if any, suggestions or recommendations are made SS3: The student employs written communication skills. Document has no more than 3-4 errors in paragraph structure, spelling, grammar, punctuation, or capitalization Document has no more than 5-6 errors in paragraph structure, spelling, grammar, punctuation, or capitalization Document has 7 or more errors in paragraph structure, spelling, grammar, punctuation, or capitalization Comments:

Sample Paper For Above instruction

Family Profile Project: Comprehensive Child and Family Assessment

Introduction

The family profile project aims to develop a holistic understanding of a child's developmental trajectory in conjunction with familial and community contexts. For this paper, I selected a 7-year-old boy named James, residing in Houston, Texas. The focus is to analyze his developmental milestones, family background, community influences, and strategies to support his growth.

Section I: Child’s Developmental Profile

James exhibits typical development for his age, with observable skills in physical, social/emotional, and cognitive domains. According to the CDC's milestones for ages 6-8, children at this stage demonstrate improved coordination, independence in social interactions, and basic academic skills (CDC, 2020). Physically, James is agile, able to participate in sports, and demonstrates fine motor skills in writing and drawing. Socially, he interacts well with peers, showing empathy and cooperation. Cognitively, James displays curiosity, problem-solving abilities, and language development appropriate for his age.

While James meets many benchmarks, he occasionally struggles with attention span during classroom activities. His strengths include leadership qualities and storytelling ability, which bolster his socio-emotional skills. Needs include developing focus and organization, supported through structured routines and positive reinforcement.

Section II: Family and Community Characteristics

Family Structure

James lives with his two parents, both employed full-time, and has an older sister. The family is nuclear, with strong communication patterns. They are actively involved in school activities and community events.

Family Background

The family has a middle-income status with access to healthcare, education, and recreational facilities. Cultural values emphasize education, respect, and community involvement.

Community Context

The neighborhood is suburban with access to parks, libraries, and recreational centers. The community has a diverse demographic, with a balanced representation of different ethnicities and socioeconomic statuses.

Microsystems

The family and school are primary microsystems influencing James’s development, providing emotional support, learning opportunities, and socialization.

Mesosystems

Interaction between home and school is evident through regular parent-teacher meetings, fostering consistent reinforcement of learning and behavior expectations.

Exosystems

The child's development is affected by parental workplace policies, which determine availability for involvement in school events and after-school activities. Community resources such as libraries and parks also influence his recreational activities.

Macrosystems

Broader societal influences include community cultural values that prioritize education and social cohesion, fostering an environment conducive to healthy development.

Section III: Family Strengths and Support Strategies

The family exhibits strength in active communication, community engagement, and prioritizing education. These qualities are instrumental in providing a nurturing environment that promotes resilience and learning.

As an educator, building a respectful, collaborative relationship with James’s family involves consistent communication, cultural sensitivity, and involving parents in goal setting for their child's development. For example, I would schedule regular updates, share resources, and invite family participation in classroom activities.

Section IV: Strategies for Family Engagement

Effective strategies include organizing family nights, encouraging participation in school committees, and providing home activities aligned with classroom learning objectives. For example, I would suggest family storytelling sessions to enhance language skills or joint community service projects to reinforce social values.

To address behavioral or instructional concerns, I would maintain open lines of communication, utilizing culturally respectful language and active listening. Recommendations to the family include engaging in joint reading routines, promoting outdoor play, and involving them in occupational or speech therapy if needed.

Conclusion

This comprehensive family profile underscores the importance of understanding developmental norms, family dynamics, and community influences in supporting a child's growth. By fostering strong communication and partnership with families, educators can create enriched learning environments conducive to holistic development.

References

• Centers for Disease Control and Prevention (CDC). (2020). Milestones for ages 6-8. Retrieved from https://cdc.gov
• Bronfenbrenner, U. (1979). The Ecology of Human Development. Harvard University Press.
• Pianta, R. C., & Kraft-Sayre, M. (1999). Successful Kindergarten Transition: Your Guide to Connecting Children, Families, and Schools. Paul H. Brookes Publishing.
• Harper, K. (2021). The Role of Family in Child Development. Journal of Early Childhood Studies, 45(2), 123-135.
• Epstein, J. L. (2011). The Effects of Parent Involvement on Student Achievement. Routledge.