STE 425 Spring 2024: Family And Community Programs Rubrics

STE 425 Spring 2024: Family and Community Programs RUBRICS 1 Undergraduate

Reflect on early childhood theory/practice, personal childhood, and first-family experiences to develop a philosophy of education that respectfully invites parents to form a community around the educational process. Examine student diversity in early childhood settings to adapt and innovate on curriculum and instruction to meet the needs of a wide range of learners and their families. Gather data and make recommendations for working with specific populations (e.g., special needs families, military families, LGBT families, Indigenous families, and immigrant families) to include and teach all children equitably. Build on child, family, and community partnerships to collaboratively plan activities towards the emergence of choice, inquiry, exploration, and personally/culturally appropriate expression for the child. Communicate openly with families in a culturally humble manner, inviting conversation and guidance on the education of their child. Collaborate with fellow teacher candidates to collect literature, identify helpful organizations, and model partnerships with professionals who can assist in meeting the needs of children and their families. Respond to current societal issues in a way that reflects equity and informs teaching practices. Become aware of the ever-changing environmental, cultural, and political conditions that govern our teaching activities and respond to our own bias and the bias of those around us accordingly. Demonstrate behavior consistent with the NAEYC Code of Ethical Conduct. The Elementary Education Program Handbook can be found online on the BEd. Elementary Education website. Hawaii Teacher Standards Board- InTASC Standards (2014) Hawaii Teacher Performance Standards Standard 9 - Professional Learning and Ethical Practice. *( License Track Requirement) NAEYC Professional Standards and Competencies for Early Childhood Educators (2020) Standard 6 - Professionalism as an Early Childhood Educator Standard 2: Family–Teacher Partnerships and Community Connections Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices Standard 6 - Professionalism as an Early Childhood Educator National Association for Family, School, and Community Engagement (2021) NAFSCE Competencies #1-#8.

Paper For Above instruction

The purpose of this reflective paper is to articulate my understanding of family and community engagement in early childhood education, rooted in both theoretical foundations and personal experiences. Drawing from current research, professional standards, and my own family background, I will explore how these elements inform my philosophy of teaching and inform equitable, culturally responsive practices.

My journey begins with reflection on my own childhood and first-family experiences, which have significantly shaped my educational perspective. I recognize the importance of understanding the family’s environment, values, and cultural background as central to fostering meaningful partnerships with families. For instance, I recall my parents emphasizing community involvement and respect for cultural traditions, which align closely with the principles of fostering culturally humble communication and community engagement as outlined by NAEYC and other professional standards. These personal values underscore my commitment to creating inclusive and respectful learning environments.

The theoretical underpinnings from early childhood development theories, such as Bronfenbrenner’s ecological systems theory, highlight the interconnectedness of family, community, and education. Recognizing that children develop within complex social ecosystems, I aim to build reciprocal relationships with families that respect their unique contexts and leverage community resources to support diverse learners effectively. Research by Epstein (2018) emphasizes the importance of family-school partnerships, advocating for ongoing communication, shared decision-making, and collaborative planning, which I see as essential for fostering trust and shared responsibility in supporting children's growth.

Diversifying understanding, I critically examine how cultural, linguistic, and socioeconomic factors influence family perceptions of education and engagement. For example, families from marginalized backgrounds may face systemic barriers or have historical mistrust toward educational institutions. Policies encouraging culturally responsive pedagogy and inclusive curriculum, such as those advocated by Ladson-Billings (2014), guide my practice. I aim to incorporate culturally relevant materials and involve families in curriculum planning to ensure their identities are valued and their voices heard.

Gathering data on community demographics and family needs is vital to tailoring interventions. I believe that conducting listening sessions, surveys, and home visits provides insights into individual family circumstances, preferences, and aspirations. These data inform my recommendations for implementing programs that are equitable and responsive. For instance, working with families of children with disabilities involves adhering to frameworks like the Individuals with Disabilities Education Act (IDEA) while promoting family-led decision-making processes, as emphasized by Turnbull et al. (2015).

Partnerships with families extend beyond mere communication to creating collaborative environments where children can explore, inquire, and express themselves in culturally authentic ways. I believe in utilizing culturally sustaining pedagogy (Paris & Alim, 2017), which affirms students’ cultural identities and involves families as active partners. Strategies such as family nights, community storytelling, and culturally relevant projects help bridge home and school, fostering a sense of belonging and mutual respect.

Open, humble, and ongoing communication is central to my practice. I commit to engaging families in dialogues that are respectful and listen actively to their perspectives. Such communication should acknowledge cultural differences and address language barriers with appropriate translation and interpretive services. By fostering a welcoming environment, I aim to build trust and facilitate honest conversations about children’s needs, strengths, and goals.

In collaboration with colleagues, I recognize the importance of professional development, shared literature, and partnerships with community agencies. Building networks with health services, social workers, and cultural organizations enriches our capacity to serve diverse families effectively. As documented by Epstein et al. (2018), such collaborations are instrumental in addressing social determinants of health and education, enabling holistic support for children and families.

Addressing societal issues such as inequity, racial disparities, and environmental concerns requires ongoing reflection and action. I am committed to recognizing my own biases and engaging in cultural humility to serve all families equitably. Applying a strength-based approach, I aim to empower families by valuing their assets and voices, thus fostering social justice and equity within the educational community (Derman-Sparks & Evans, 2010).

Conforming with ethical standards, I will uphold the NAEYC Code of Ethical Conduct and reflect critically on my practices and interactions. This professional commitment underpins my desire to work collaboratively, ethically, and responsively, ensuring that every child and family is respected, included, and valued in the educational process.

In conclusion, my philosophy of early childhood education is deeply rooted in the principles of culturally responsive, family-centered practice, supported by academic research, ethical standards, and personal insight. I believe that fostering strong partnerships with families and communities enriches the learning experience for children, promotes social equity, and upholds the dignity of every individual involved. Moving forward, I am dedicated to expanding my cultural competence and engaging in ongoing professional growth to serve the diverse populations I will encounter in my teaching career.

References

• Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools. Routledge.
• Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: a.k.a. the remix. Harvard Educational Review, 84(1), 74-84.
• Paris, D., & Alim, H. S. (2017). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Harvard Educational Review, 87(1), 4-15.
• Turnbull, A., Turnbull, R., Erwin, E. J., & Soodak, L. (2015). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust. Pearson.
• Derman-Sparks, L., & Evans, M. D. (2010). Youth & families in early childhood education: Supporting family engagement. National Association for the Education of Young Children.
• Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.
• National Association for the Education of Young Children (NAEYC). (2020). Standards for early childhood professional preparation. NAEYC.
• Hawai'i Teacher Standards Board. (2014). Hawaii teacher performance standards. HTSB.
• Additional scholarly sources exploring family engagement, cultural competency, and community partnership strategies.
• Professional articles on equitable and culturally sustaining early childhood education practices.