Watch The Video Featuring Monarchs Stephen Keiley Reflecting

Watch The Video Featuring Monarchs Stephen Keiley Reflecting On Kei

Watch the video featuring Monarch's Stephen Keiley. Reflecting on Keiley's comments regarding teaching and homelessness, address the following items: Define the relationship between the struggles of parents and the struggles of their children. Defend your response. Discuss how, as an early childhood professional, you would address the situation described in the video. Describe how you would connect with the families at this school. Recommend four strategies that support a consistent, effective, and reliable learning environment. For additional suggestions and resources visit the Support Services page on the Monarch School Website.

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The relationship between the struggles of parents and those of their children is often intimate and mutually influential, especially in contexts such as homelessness. When parents face hardships such as instability, lack of resources, or mental health issues, these challenges inevitably ripple into their children’s developmental experiences. Literature in early childhood education emphasizes that children’s well-being, learning capacity, and emotional health are deeply affected by their home environment (Shonkoff & Phillips, 2000). Such difficulties may manifest as behavioral issues, lack of concentration, or developmental delays, which are often rooted in the stress and trauma experienced by their parents.

Defending this relationship, socio-economic stressors disrupt a child's sense of security and attachment, both of which are foundational for healthy development (Masten, 2014). For example, children in homeless families may experience hunger, frequent moves, and limited access to stable educational resources. These factors impair their ability to engage with learning and socialize effectively, perpetuating a cycle of hardship. Conversely, supportive and stable parental conditions often foster resilience in children, helping them navigate adverse circumstances more effectively (Luthar & Cicchetti, 2000).

As an early childhood professional, addressing the challenges described in the video requires a compassionate, holistic approach. First, establishing trust with families is essential; this involves respectful communication and active listening to understand their unique circumstances. Implementing family-centered practices can help in identifying their needs and providing tailored support. For example, partnering with local social services can assist families in accessing housing, healthcare, and food resources—reducing external stressors that impact children’s learning (Henderson & Mapp, 2002).

Creating a culturally responsive environment is crucial, as it affirms families' identities and experiences. Building rapport with families involves regular home visits, flexible meeting times, and providing resources in families’ native languages. Moreover, implementing trauma-informed practices in the classroom helps buffer children from ongoing distress (CDC, 2019). This includes promoting emotional safety, teaching self-regulation skills, and integrating social-emotional learning into daily routines.

Connecting with families at this school also involves establishing ongoing communication channels—whether through phone calls, text messages, or community events—that foster collaboration and shared goals. Recognizing families’ strengths and involving them in decision-making empowers them and creates a supportive network. This approach aligns with family engagement principles, emphasizing respect, trust, and mutual support (Epstein, 2018).

To support a consistent, effective, and reliable learning environment, I recommend the following strategies:

1. Routine and Structure: Consistent daily routines provide children with a sense of security, predictability, and control, which is especially vital for children experiencing instability at home (Pianta & Kraft-Sayre, 1999).

2. Positive Behavioral Supports: Utilizing reinforcement strategies and social-emotional curricula can foster positive behavior, reduce disruptions, and promote a respectful classroom culture (Sugai & Simonsen, 2012).

3. Flexible and Adaptable Classification: Recognizing individual needs and adapting instructional strategies accordingly helps meet diverse learning styles and external pressures faced by students (Tomlinson, 2014).

4. Collaborative Classroom Environment: Encouraging peer interactions and cooperative learning opportunities builds social skills, reduces isolation, and enhances a sense of community (Brownell et al., 2014).

Additional resources on the Monarch School’s Support Services page can provide further tools for addressing these challenges, including mental health resources, community partnerships, and professional development opportunities.

By acknowledging the intertwined struggles of parents and children affected by homelessness, implementing trauma-informed strategies, and fostering strong family-school partnerships, early childhood practitioners can create nurturing environments that promote resilience and optimal development despite adversity.

References

1. Brownell, M. T., Roer, S., & Sindelar, P. (2014). Equity by Design: Universal Design for Learning and Special Education. Journal of the International Association for Special Education, 15(2), 35–41.
2. Centers for Disease Control and Prevention (CDC). (2019). Trauma-Informed Approaches and Trauma-Specific Interventions. https://www.cdc.gov/childrenshealth/pdf/trauma.pdf
3. Epstein, J. L. (2018). School, Family, and Community Partnerships: Preparing Educators and Improving Schools. Routledge.
4. Henderson, A. T., & Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Southwest Educational Development Laboratory.
5. Luthar, S. S., & Cicchetti, D. (2000). The Construct of Resilience: Implications for Interventions and Social Policies. Development and Psychopathology, 12(4), 857–885.
6. Masten, A. S. (2014). Ordinary Magic: Resilience in Development. Guilford Publications.
7. Pianta, R. C., & Kraft-Sayre, M. (1999). Successful Transitions from Preschool to Elementary School. The Guide to Effective Transition Practices, National Center for Early Development & Learning.
8. Shonkoff, J. P., & Phillips, D. A. (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. National Academies Press.
9. Sugai, G., & Simonsen, B. (2012). Positive Behavioral Interventions and Supports: History, Defining Features, and Implementation. Journal of Positive Behavior Interventions, 14(2), 69–77.
10. Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.