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CHS111 : Early Childhood Education

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CHS111 : Early Childhood Education

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Course Code: CHS111
University: Post University

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Country: United States

Question: 
For this discussion forum, you will need to:Choose and view one video focusing on early learning and development, parents as change agents, or the Strengthening Families Approach and Protective Factors Framework.Read key concepts presented in the lecture and textbook chapter 17.Review NAEYC’s “Engaging Diverse Families Project”. Examine the six principles of effective family engagement.Now, based on the reviewed resources:Present your understanding of one of the following critical concepts: a. protective factors, b. effective family engagement, and/or c. families are children’s first teachers and advocates.Respond to classmates: How are your responses similar and different?
Answer: 

Introduction:
The National Association for the Education of Young Children (NAEYC) presents parents as the first teachers who educate children from their birth up to the time they enroll in school (Copple & Bredekamp, 2009). Within this period, parents are tasked with the responsibility of teaching their children basic life skills, morality, and relationship with fellow humans. The role of parents changes slightly when children join the school with teachers coming in as the new partners in early childhood education and care. Teachers work hand in hand with parents by engaging them in the responsibility of educating children in order to ensure a greater impact on the education of children through their combined effort (Grace et al., 2014). Parents are now involved in what happens outside and inside the classroom. Therefore, the essay seeks to establish the importance of effective family engagement in early childhood education and care.
The Six Principles of Effective Family Engagement
The successful family engagement practices for programs are based on six principles. Parents are invited for their participation in the setting of goals and making of decisions for their children, hence actively taking part in the education for their children. The engagement of parents by teachers in a two-way communication allow for the continuous and timely family- and school-initiated communication which is focused on the educational experiences of children. Families are engaged by teachers and programs in truly reciprocal ways with programs and families benefitting from shared information and resources. The provision of learning activities for the community and home encourages and enhances early learning for every child while supporting and encouraging the effort of families to create a suitable post-program learning environment. Additionally, the invitation of parents by programs for the participation in wider advocacy efforts and program-level decisions gives an opportunity for parents to actively participate in the program’s decision making. Moreover, the implementation of a comprehensive family engagement program-level system ensures that staff, administrators, and teachers receive the needed support in the full engagement of families.
Children with Disabilities
The participation of parents in the process of decision making in the education for children with disabilities is vitally important. The active role parents can play in the special education for a child is by being a member of the team for special education that determines the path for a disabled child. Parents provide vital input since they know their child better than teachers or anyone else involved in the child’s education, as they clearly understand the child’s family, developmental, social, and physical history. Additionally, parents are able to engage their child in a closer way than other adults since children spend all of their pre-school time with parents (YouTube, 2018). Even after school, parents have more time is sitting with their children, communicating, and helping with their homework for extended periods. During this time, children can be more open to their parents about their feelings and therefore parents can assist the children in accepting their disability in order to avoid depression (Silverman et al., 2010).
Homeless Families
Engagement of families in the community promotes permanency, safety, and well-being of children and is central to successful practices in the children welfare systems. According to Kemp, Marcenko, Hoagwood & Vesneski (2009) effective family engagement is believed to occur when practitioners of child welfare collaborate with family members throughout their involvement with the child welfare system and therefore they recognize them as experts of their own situations.
Globally, millions of children are homeless, sleeping under bridges, streets, and deserted properties. They still consider these streets and bridges their homes where they derive basic human needs. Furthermore, when children are homeless it means they are more likely to experience constant illness, hunger, and mental disorders, therefore, end up experiencing developmental delays and lacking education opportunities. Homelessness negatively affects early childhood education welfare and their capabilities when thriving in the community throughout their development from childhood into adulthood. Furthermore, most of these children have no relatives and families who neither care about them nor have hope for the future as they have turned out to be “throw away kids or nobody’s children”. Therefore, the community needs effective family engagement that brings about change into the homeless families by mentoring and supporting early children to have an effective education. The community also needs to provide required education resources to homeless families that are financially affected and support their children to have an effective education.
Conclusion:
Effective family engagement is an essential tool for early childhood development. Parents who are engaged in the development of their children’s education develop more confidence in school hence helping their children to have an effective education. Furthermore, the importance of family engagement is the social and environmental factors that have powerful effects on children performance. Therefore, families should engage effectively in supporting children with disabilities and homeless children in order to develop responsible citizens in them.  
References:
Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101.
Grace, R., Bowes, J., & Elcombe, E. (2014). Child participation and family engagement with early childhood education and care services in disadvantaged Australian communities. International Journal of Early Childhood, 46(2), 271-298.
Kemp, S. P., Marcenko, M. O., Hoagwood, K., & Vesneski, W. (2009). Engaging parents in child welfare services: Bridging family needs and child welfare mandates. Child welfare, 88(1), 101-126.
Silverman, K., Hong, S., & Trepanier-Street, M. (2010). Collaboration of teacher education and child disability health care: Transdisciplinary approach to inclusive practice for early childhood pre-service teachers. Early Childhood Education Journal, 37(6), 461-468.
YouTube. (2018). Dr Karen Mapp on Parents as Agents of Change. [online] Available at: https://www.youtube.com/watch?v=AMZqHVDiw7w [Accessed 15 Aug. 2018].

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