Edu 234 Teacher Family Scenarios Assignment Rubricinstructors May Add ✓ Solved

EDU 234 Teacher-Family Scenarios Assignment Rubric [Instructors may add the point value] Proficient Acceptable Unsatisfactory Content Perspectives Scenario evaluations are complete, detailed and addresses all areas of the assignment thoroughly. Scenario evaluations are complete, but may lack detail or be very brief. Scenarios are not complete, lacks detail and does not address all areas of the assignment. Developmentally Appropriate Perspectives contains clear, meaningful, developmentally appropriate references to course materials. Perspectives care complete and address developmentally appropriate but may lack detail or be very brief.

Perspectives are incomplete or do not demonstrate developmental appropriateness. Conventions and References Grammar, spelling, sentence structure and word choice are correct throughout. Fewer than 5 errors are present. More than 5 errors are present. Directions: Using the Family-Teacher Perspectives Reframing Scenarios form you will evaluate each scenario and complete each of the columns identifying the Teacher’s Perspective, the Family Perspective and then in the final column you will detail how you as the teacher would work to resolve the differences in perspective.

When writing your perspectives statement, you should consider a child’s developmental stages related to the age provided. The resources below given can help you develop your resolution. EDU 234 – Family-Teacher Perspectives Reframing Scenarios Situation Teacher Perspective Family Perspective As the teacher, what do you do to resolve these differences in perspective? EXAMPLE: Juanita’s mom picks up her toddler at the end of the day. It’s the third day in a row her daughter has come home messy and with dirty clothes (grass stains and finger paint).

It’s important to offer toddlers multiple sensory experiences throughout the day. Sensory experiences support early learning, growth and development. We spend money on her clothes and we need to keep them looking nice. We do not go right home after I pick her up and I do not want people thinking I do not keep my daughter clean. As the teacher I would share that we have many opportunities throughout our day to explore the world around us and that sometimes those activities are messy.

However, I do understand her concerns and can make sure that she is in clean clothes prior to pick-up. I can also encourage mom to consider play clothes for school if possible. I can also ensure that Juanita wears a smock during painting and other messy play. 1. Micah, 1 ½ years old, is biting multiple children in the classroom every day.

2. Sarah, 17 months old, has been bitten by another child multiple times this week. 3. When she dropped off her 20-month-old, Malika, that morning, she mentioned to her friend, Angela (who cares for Malika), how impossible Malika has been in the mornings. She drags her feet, doesn’t want to get dressed, pitches a fit about which outfit to wear—it’s been practically impossible to get her out the door.

Angela seemed really surprised. “Wow, she is an angel here. I tell her it’s time to go out and she runs over to the coat hook, pulls down her coat, and puts it on. She is really cooperative.†4. Aldo stopped arrived to pick up his toddler, Blanca.

When he tells Blanca it is time to go home, she shouts, “No! Stay with Ms. Nita!†and goes to hide under the table. After calling to her, Aldo finally had to crawl reach under the table and pull her out. Blanca was screaming the whole time.

5. George is 13 months old. His mom comes into the room and asks you when you think her child will be ready to move to toddlers. She is a bit upset and stressing that she doesn’t want her child to stay with all of these babies when he is almost walking. Adapted from: csefel.vanderbilt.edu Resources for scenarios: · ·

Paper for above instructions

Teacher-Family Scenarios Assignment

The relationship between teachers and families is crucial in fostering a positive and productive learning environment. The scenarios provided highlight various challenges that can occur between teachers and families. In this assignment, I will analyze each scenario from both the teacher's and the family's perspectives and outline strategies for bridging the gaps between these perspectives.

Scenario 1: Micah, 1 ½ years old, is biting multiple children in the classroom every day.

Teacher Perspective: As a teacher, my immediate concern is the safety and well-being of all children in the classroom. Micah's behavior of biting could be seen as a communication attempt, often stemming from frustration or a need for sensory exploration. I understand that biting is a part of normal toddler development; however, it is essential to intervene promptly to teach appropriate social interactions. My approach would involve closely observing Micah's triggers and providing alternative methods for him to express his needs.
Family Perspective: Micah’s parents might feel distressed and embarrassed about their child’s biting behavior, interpreting it as a reflection of poor discipline or parenting. They might also be worried about their child’s ability to make friends and fit in with peers. Their perspective may cause them to feel defensive or guilty about Micah’s actions, leading to potential frustration when discussing the issue.
Resolution: Open communication is crucial. I would arrange a meeting with Micah's family to discuss observations of his behavior in the classroom. I would provide research-backed strategies that highlight the importance of teaching Micah alternative behaviors, such as using words to express frustration or engaging in physical activity to release excess energy. Collaboratively, we can create a behavior intervention plan that includes consistent reinforcement both at school and home, ensuring a united front in addressing Micah’s biting.

Scenario 2: Sarah, 17 months old, has been bitten by another child multiple times this week.

Teacher Perspective: As a teacher, my priority is to ensure that all students, including Sarah, feel safe and protected in the classroom. I recognize that biting is typical behavior in toddlers, but it’s my duty to minimize this behavior. I would investigate the frequency and context of these incidents to understand better why they are occurring and how we can handle them proactively.
Family Perspective: Sarah’s family may be upset and concerned about their child’s safety and emotional well-being. They might feel frustrated knowing Sarah has been the victim of biting, worried that these interactions could lead to negative perceptions of her social skills. They might also feel inclined to blame the teachers for not addressing the situation promptly.
Resolution: I would reach out to Sarah’s family to discuss their concerns. I would provide them with an overview of the happening incidents and share how we will work to reduce such occurrences in the future. I would emphasize the importance of communication and collaboration. Together, we can help Sarah develop resilience and appropriate social skills. Additionally, I would implement strategies in the classroom focused on teaching conflict resolution and empathy.

Scenario 3: Malika, 20 months old, is having difficulty getting dressed in the morning.

Teacher Perspective: As Malika’s teacher, I would approach this situation with understanding. It is common for toddlers to exhibit strong preferences and resistance to routines, especially during transitions from home to school. I understand that Malika's morning struggles may stem from wanting to exert independence or a need for predictability.
Family Perspective: Malika’s family may feel frustrated with her morning behavior, viewing it as a failure to comply with expectations. They may not realize that her behavior at home contrasts significantly with how she acts in a structured school setting. They might perceive their parenting as ineffective due to Malika's reluctance to follow morning routines.
Resolution: To address this discrepancy, I would invite Malika’s family in for a discussion. It might be helpful to share observations from the classroom, showing them how consistent structure and encouragement help Malika thrive in school. I would suggest strategies to ease morning transitions, such as a visual schedule to prepare her for getting dressed, along with praise for small achievements. This way, both the family and I can support Malika’s development in a unified manner.

Scenario 4: Aldo and his daughter Blanca have a struggle during pick-up time.

Teacher Perspective: My first concern is understanding the emotional state of Blanca during pick-up. Children may experience separation anxiety, which is a normal developmental stage. Aldo's observation of her reluctance to leave the classroom can also be indicative of her enjoying the learning environment.
Family Perspective: Aldo may feel frustrated and embarrassed by Blanca’s behavior, interpreting it as defiance or a lack of attachment. He may be concerned about how this affects their parent-child relationship or if Blanca is overly attached to her teacher rather than to him.
Resolution: I would have a discussion with Aldo, acknowledging how common these reactions are and emphasizing that play is a deep and necessary part of their child’s development. We could explore strategies to ease pick-up times, such as establishing a countdown or a special goodbye ritual that helps Blanca transition from school to home. Encouraging a shared understanding and a consistent routine can help ease the emotional disturbances around daily separations.

Scenario 5: George, 13 months old, is at an impending crossroads of moving to a toddler room.

Teacher Perspective: From my perspective as George’s teacher, I recognize that developing children may have varying capacities for readiness when it comes to transitioning to a new classroom. It is important to assess George's individual development and readiness beyond just physical milestones, ensuring that social, emotional, and cognitive readiness are also taken into account.
Family Perspective: George’s mother might be feeling anxious about the transition, worrying about whether he will thrive in a new environment, especially if he is comfortable in the current setting. She may have preconceived notions about developmental timelines and what they “should” look like.
Resolution: I would organize a meeting with George’s mother to discuss her concerns and provide reassurance. Together, we could evaluate George's readiness for the move while considering her thoughts and feelings. I would provide her with research on developmental milestones and encourage gradual visits to the toddler classroom so he can ease into the change.

References

1. Bredekamp, S., & Copple, C. (2009). Developmentally Appropriate Practice in Early Childhood Programs (3rd ed.). National Association for the Education of Young Children.
2. McGee, L. M., & McGee, J. (2018). Early Childhood Education: A Practical Approach. Cengage Learning.
3. Piaget, J. (1964). Cognitive Development in Children. New York: Grune & Stratton.
4. Gonzalez-Mena, J. (2010). Foundations for Teaching Young Children: A Community-Based Approach. Pearson Higher Ed.
5. National Association for the Education of Young Children. (2014). NAEYC Code of Ethical Conduct. NAEYC.
6. Kagan, S. L., & Kauerz, K. (2012). The Early Learning Framework: Creating the Future of Early Learning. Early Childhood Education Journal.
7. Shonkoff, J. P., & Phillips, D. A. (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. National Academies Press.
8. Lord, B., & Sartain, C. (2015). Connecting Families and Schools: Strategies for Family Engagement in Education. Routledge.
9. Cummings, E. M., & Davies, P. T. (2010). Marital Conflict and Children: An Emotional Security Perspective. Guilford Press.
10. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Through thoughtful analysis and planned collaboration, teachers and families can work together to support children’s growth and navigational challenges effectively. By understanding and addressing varied perspectives, we create a supportive learning environment conducive to children’s overall development and well-being.