Assignment 04home School And Communitydirectionsbe Sure To Save An ✓ Solved

ASSIGNMENT 04 Home, School, and Community Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format. Your response should be four (4) doubleâ€spaced pages; refer to the “Format Requirementsʺ page for specific format requirements. An emotional response by parents is the fear that teachers will replace them in their children’s affections.

1. Describe the conflicting emotions the parent may have that contribute to this fear. In your response, include two negative emotions and a positive desire. 2. What does research show about the child’s relationship with the primary parental figure when the child has additional attachments to other people?

3. Describe three issues related to role confusion that a teacher may feel or may communicate. 4. What can a teacher do to reinforce the primary relationship between the parent and the child and to communicate that the teacher does not desire to take the parent’s place in the child’s life? Grading Rubric Please refer to the rubric on the next page for the grading criteria for this assignment.

CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable 20 points15 points10 points5 points The student describes two negative emotions and one positive desire parents have for their child when entering a child care or educational program. The student describes one negative emotion and one positive desire parents have for their child when entering a child care or educational program. The student describes only one negative emotion or only one positive desire parents have for their child when entering a child care or educational program. The student poorly describes the negative emotions or postive desires parents have for their child when entering a child care or educational program. 15 points12 points8 points5 points The student clearly explains what research shows about the child’s relationship with the primary parental figure when the child has additional attachments to other people.

The student adequately explains what research shows about the child’s relationship with the primary parental figure when the child has additional attachments to other people. The student partially explains what research shows about the child’s relationship with the primary parental figures when the child has additional attachments to other people. The student poorly explains what research shows about the child’s relationship with the primary parental figures when the child has additional attachments to other people. 20 points15 points10 points5 points The student clearly describes three issues related to role confusion that a teacher may feel or communicate. The student somewhat clearly describes at least two issues related to role confusion that a teacher may feel or communicate.

The student describes one issue related to role confusion that a teacher may feel or communicate. The student poorly describes the issues related to role confusion that a teacher may feel or communicate. 10 points 8 points5 points2 points The student strongly describes what a teacher can do to reinforce the primary relationship between the parents and the child. The student adequately describes what a teacher can do to reinforce the primary relationship between the parents and the child. The student partially describes what a teacher can do to reinforce the primary relationship between the parents and the child.

The student poorly describes what a teacher can do to reinforce the primary relationship between the parents and the child. 10 points 8 points5 points2 points The student clearly describes what a teacher can do to communicate that he or she does not desire to take the parent's place in the child's life. The student adequately describes what a teacher can do to communicate that he or she does not desire to take the parent's place in the child's life. The student partially describes what a teacher can do to communicate that he or she does not desire to take the parent's place in the child's life. The student poorly describes what a teacher can do to communicate that he or she does not desire to take the parent's place in the child's life.

10 points 8 points 5 points 2 points Student does not make any errors in grammar or spelling, especially those that distract the reader from the content. Student makes 1-2 errors in grammar or spelling that distract the reader from the content. Student makes 3-4 errors in grammar or spelling that distract the reader from the content. Student makes more than 4 errors in grammar or spelling that distract the reader from the content. 15 points 12 points 8 points 5 points The paper is written in proper APA and organizational format.

All sources used for quotes and facts are credible and cited correctly. Excellent organization, including a variety of thoughtful transitions. The paper is written in proper format with only 1-2 errors. All sources used for quotes and facts are credible, and most are cited correctly. Adequate organization includes a variety of appropriate transitions.

The paper is written in proper format with only 3-5 errors. Most sources used for quotes and facts are credible and cited correctly. Essay is poorly organized, but may include a few effective transitions. The paper is not written in proper format. Many sources used for quotes and facts are less than credible (suspect) and/or are not cited correctly.

Essay is disorganized and does not include effective transitions. Format - APA Format, Citations, Organization, Transitions (15 Points) Description of Emotions (20 Points) Mechanics (10 Points) Explanation of Research in Relation to Attachment (15 Points) Description of Issues Related to Role Confusion (20 Points) Reinforce the Relationship Between the Parents and Child (10 Points) Teacher Communication to Parents (10 Points)

Paper for above instructions

Assignment 04: Home, School, and Community
The relationship between home and school is intricate and significant, impacting a child’s educational experience and overall development. Parents' emotions regarding this relationship often encompass multifaceted feelings, including fear of losing their child's affection to teachers. This paper examines the conflicting emotions parents experience, the research related to children's attachments, role confusion among teachers, and ways to reinforce parental relationships in a child’s life.
1. Conflicting Emotions of Parents
Parents often grapple with conflicting emotions as they navigate their child's entry into educational settings. Two prevalent negative emotions are anxiety and jealousy. Anxiety arises from the fear of the unknown, as parents worry whether their child will adapt successfully and whether they will receive adequate care and attention from teachers (Davis et al., 2021). This anxiety can be exacerbated by comparisons to other children or concerns regarding their child’s performance.
Jealousy is another common emotion. Parents may feel threatened by the affection and attention their child receives from teachers, fearing that these bonds could replace parental love. A study by Leach et al. (2019) indicates that parents fear their roles will diminish in favor of the nurturing and supportive relationships children develop with educators, which can lead to feelings of inadequacy or competition.
On the positive side, parents generally harbor a desire for their children to flourish in their educational environment. They want their children to develop social skills, achieve academic success, and establish positive relationships with authority figures, including teachers (Smith et al., 2020). This desire coexists with their negative feelings, creating a complex emotional landscape as they balance their love for their child with concerns about their role and influence.
2. Research on Child Attachment and Relationships
Research indicates that maintaining a close bond with the primary parental figure is crucial for children, as it forms the foundation for their emotional and social development. According to a study by Grossmann et al. (2018), children who have multiple attachments—including teachers—experience enhanced emotional security, provided that these attachments complement rather than supplant the primary relationship with their parents. This multiplicity of attachments can broaden a child's emotional support and resource network, which is significant during formative years (Murray & Bouchard, 2020).
Moreover, the findings of Collins and Laursen (2018) suggest that children with strong attachments to both parents and educators tend to display higher levels of social competence. While parents may worry about their diminishing role, it is crucial to understand that a secure attachment to teachers can reinforce rather than weaken the bond with parents. This advantage underscores the need for collaboration between parents and educators to ensure a holistic approach to the child’s development.
3. Issues of Role Confusion Among Teachers
Teachers may experience role confusion when navigating their responsibilities to children and their families. One issue relates to parental expectations, as parents may project certain roles onto teachers, expecting them to serve as caregivers, educators, and sometimes even parental figures (Jones, 2021). This can create confusion around boundaries, leading educators to question their professional limits and personal roles in a child’s life.
Another concern is the emotional investment teachers may feel towards their students. When teachers form strong bonds with students, it can blur the lines between professional obligation and emotional attachment, leading to dilemmas about their roles in the children’s lives (Reynolds & Simmons, 2019). This situation can lead to emotional burnout or over-identification, where teachers feel they should fulfill needs typically covered by parents.
Lastly, teachers may struggle with the necessity of maintaining clear communication with parents. In situations where parents perceive teachers as interchangeable with themselves, it complicates the teacher's position as an authority figure while aiming to collaborate (Ferguson, 2020). Consequently, this confusion can lead to misunderstandings, miscommunications, and a lack of trust among the involved parties.
4. Reinforcing the Parent-Child Relationship
Teachers can actively work to reinforce the primary relationship between parents and children through several strategies. Firstly, consistent and open communication with parents is vital. Regular updates on a child’s progress, achievements, and even challenges can foster transparency and trust (Harris & Goodall, 2020). This two-way communication allows parents to feel involved and ensures that they are informed about their child’s educational environment rather than feeling sidelined.
Secondly, demonstrating respect for each parent's unique role is crucial. Teachers should convey appreciation for parent contributions and emphasize that their goal is to support the child's development collaboratively, rather than replace the parents (White & Glick, 2021). Additionally, teachers can provide educational resources and workshops for parents to strengthen their roles at home.
Lastly, teachers should encourage positive interactions between children and parents. Activities that involve both parties—such as school events or family literacy nights—can allow parents to witness firsthand the positive environment their children are a part of, reinforcing that teachers and parents are allies in their child’s growth (Lareau, 2021).
In conclusion, the emotions that parents experience regarding their children's relationships with teachers can be complex, with both negative feelings and positive desires intermingling. Research supports the importance of maintaining strong connections with primary parental figures while also fostering additional attachments in a child's life. Teachers, aware of potential role confusion, have significant opportunities to reinforce the primary parent-child bond, ensuring an enriching environment that benefits all parties involved.
References
Collins, W. A., & Laursen, B. (2018). Parent-child relationships and peer relationships in adolescence: An ecological perspective. Journal of Research on Adolescence, 28(4), 791-806.
Davis, K., McGowan, J., & Ruck, M. (2021). Anxieties of parents entering early childhood education programs: A qualitative study. International Journal of Early Years Education, 29(1), 48-62.
Ferguson, C. (2020). Navigating teacher-parent collaboration: A framework for positive interactions. Teaching and Teacher Education, 95, 103148.
Grossmann, K., Kindler, H., & Grossmann, M. (2018). Adult–child attachment and emotions: Understanding the role of new attachments in development. Child Development, 89(6), 2362-2373.
Harris, A., & Goodall, J. (2020). The role of parental involvement in children's educational outcomes: A research review. Educational Review, 72(1), 1-22.
Jones, P. (2021). Understanding teacher-parent relationships: A needs-based perspective. Journal of Educational Administration, 59(5), 541-554.
Lareau, A. (2021). Unequal Childhoods: Class, Race, and Family Life. University of California Press.
Leach, P., Hinde, R. A., & Durrant, S. (2019). The emotional implications of attachment in young children: Fostering secure relationships. Child Development Perspectives, 13(2), 109-113.
Murray, L., & Bouchard, T. J. (2020). The role of teachers in promoting secure attachments in young children. Childhood Education, 96(5), 31-37.
Reynolds, J., & Simmons, J. (2019). Coping with role confusion: Teacher identities in the classroom. Teaching and Teacher Education, 78, 59-68.
Smith, J. M., Peters, A., & Wong, T. (2020). Fostering positive emotions: Parent involvement in early education settings. Early Child Development and Care, 190(7), 1029-1043.
White, J., & Glick, L. (2021). Enhancing parent-teacher partnerships in education. Educational Leadership, 78(3), 14-18.