Families, School, and Community: Connecting with Families and Sharing Power Assignment | Essay Help Services

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Families, School, and Community:

Connecting with Families and Sharing Power

For this paper, you will be considering how programs support families, and how much power families should have in early childhood settings. This will take place in two parts. EACH part should be based on theory, research, and your experiences. EACH part should have in text citations to show connections to the readings. EACH in text citation should link to a reference in the References section.

In PART 1, you should complete the following sections.

• Cover Page
• Introduction (You may use the first part of the introduction OR reframe it to suit your voice. However, please replace the highlighted part of the Introduction with your own words.)
• Theory
• Connecting with Families

Readings for PART 1:

• Course readings to date. Please select 3 or more course readings. (REQUIRED)
• Community Walk Readings: Please click here for the first reading (REQUIRED), and please click here for the second reading (REQUIRED).

OPTIONAL: You are welcome to add other readings IN ADDITION to the readings above.

In PART 2, you should complete the following sections.

• Sharing Power with Families
• Conclusion
• References

Readings for stage 2:

• Halgunseth (2009): Please click here to access the reading. (REQUIRED)
• Allred & Hancock (2015): Please click here to access the reading. (REQUIRED)
• Koraleck, Nemeth & Ramsey (2019): Please click here to access the reading. (REQUIRED)
• Im, Parlakian & Sanchez (2007): Please click here to access the reading. (REQUIRED)
• Gonzalez-Mena & Bhavnagri (2000): Please click here to access the reading. (REQUIRED)

OPTIONAL: Additional course readings to date

OPTIONAL: You are welcome to add other readings IN ADDITION to the readings above.

Please complete EACH stage by the specified due date by: reviewing the paper template that follows, deleting these instructions, and replacing the directions in the paragraphs of the template with your own writing (keep the headings!). NOTE: When you hand in each section it should NOT include the question prompts!

Please use the following paper template for your paper structure AND to guide your work.

Families, School, and Community:

Connecting with Families and Sharing Power

Cover page

Introduction

This paper will explore family, school, and community partnerships. Specifically, it will seek to answer the following research questions: How do programs support and connect with families, and how much power should families have in early childhood educational settings. These questions will be addressed through a bioecological theoretical framework. These questions are important to consider because… (complete this statement using information AND evidence from the Mini-paper readings AND the readings we have had to date).

Theory

            In this section please give an overview of Bronfenbrenner’s bioecological theory. Then, discuss why the theory is helpful in considering different environments and individual differences amongst children, families, programs, and communities.

Connecting with Families

            Please start your paper by discussing partnerships with families in early childhood and why they are important, and how teachers develop partnerships with families.

Communities

            In order to complete this section, consider the community walk readings specified in the directions AND the course readings we have had to date. Then answer the following questions: Why is it important to get to know the culture of families? How can communities provide insight into the culture of families? How can educators connect with families?

Next: connect to your own experiences by thinking about your neighborhood. Answer  the following questions: How does your community provide insight for educators into the children in your community? If possible – take a community walk – ONLY if safe and you can social distance. If you can –  look at the community thinking about the pieces in the community walk articles. If you are NOT able to safely leave your home and social distance, please complete this section based on your understanding/memory of what is in YOUR community. Once you have finished your community walk OR reflection (NOTE: you do NOT have to leave your home), please answer the following questions. What’s important in your community? What are the landmarks, places of worship, places to eat, community/recreational centers, shops/markets, etc.? Is it residential, industrial, other? Are there parks/playgrounds? Are there libraries? How do people get around (e.g., transportation)? What do neighborhood interactions look like? What jobs do community members do? What resources are available for schools/early childhood settings and families in your community? Use this information to tell your reader about how your community walk or reflection provides insight into the families in your neighborhood.

Supporting Families

Now that you have discussed how your neighborhood provides insight into the families in your neighborhood, think about how your neighborhood community can support the families you read about in the article you selected (e.g., the article from the Online Meeting 6 I April 28 – May 4 learning module)? Answer the following question: How can your neighborhood support the families in your article? Please answer this question based on: a) Bronfenbrenner’s bioecological theory, b) the reading you selected in Online Meeting 6, c) your community walk OR community reflection – and the community walk readings from the directions, AND d) three or more course readings we have had to date. Be sure to use in text citations to show your audience where you are connecting to the research and NOT just your opinion.

              Before you being the second part of the mini-paper, please read the Part 2 articles indicated in the directions. Once you have read ALL the articles, please start your paper by discussing culture and how culture links to early childhood settings and programs.

Then, discuss your own experience with schools.  How did the schools you attended welcome your family?  How did they embrace and sustain your cultural heritage (culturally responsive/ sustaining practice)? How did they welcome, include, and engage your family?  What could they have done differently?

Programs

Now that you have reviewed culture, use this section to take a position – based on the research presented to date – and your own experiences – on how much power schools should share with families. For example, should families have a say in school decisions, policies, practices, how the school budget gets spent, etc.? Discuss this with your audience based on: a) Bronfenbrenner’s bioecological theory, b) the readings indicated in the directions above, and c) your experiences. You may choose to use additional course readings or other research, but this is optional. These articles should be included in the References section below.  

Conclusion

              Here, please bring it all together. Summarize the key points of your paper (from part 1 AND part 2). Discuss what this means for early childhood educators.

References

Allred, K.W., and Hancock, C.L. (2015). Reconciling leadership and partnership: Strategies to

empower professionals and families. Young Children, 70(2), 46-53.

Gonzalez-Mena, J., and Bhavnagri, N.P. (2000). Diversity and infant/toddler caregiving. Young

              Children, 55(5), 31-35.

Halgunseth, L. (2009). Family engagement, diverse families, and an integrated review of the

literature. Young Children, 64(5), 56-58.

Im, J., Parlakian, R., & Sanchez, S. (2007). Understanding the influences of culture on caregiving

practices: From the inside out. Young Children, 62 (5), 65-66.  

Koraleck, D., Nemeth, K., & Ramsey, K. (2019). Families & educators together: Building great

  relationships that support young children. National Association for the Education of Young Children.

Lynch, M. (2019). How community walks transform schools. The Edvocate.

https://www.theedadvocate.org/how-community-walks-transform-schools/.

Safir, S. (2017). Community walks create bonds of understanding. Edutopia.

https://www.edutopia.org/blog/community-walks-create-bonds-understanding-shane-safir.