Use the following standards to frame what we teach and why. Think of them as competencies that help to inform what early educators need to know to become professionals. They include:
• Standard 1: Child Development and Learning in Context- Having knowledge of how children grow and develop and using that to create respectful learning environments.
• Standard 2: Family-Teacher Partnerships and Community Connections- Engaging with families to respect their diversity and involve them in their children’s school life promotes more satisfactory school experiences for both the child and the family.
• Standard 3: Child Observation, Documentation, and Assessment- Using observation and assessment to guide classroom practice is critical in supporting young children and their families.
• Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices- The use of positive relationships coupled with strategies that are geared toward the development of the child, allows connection with children and families.
• Standard 5: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum- Understanding how to build meaningful curriculum comes from an understanding of how children grow and develop, what is meaningful to them, and what is appropriate for them to explore. Increasing skills of inquiry, specifically, acknowledgment of children’s curiosity, guides the planning and implementation of curriculum and environment.
• Standard 6: Professionalism as an Early Childhood Educator- Engaging in continuous learning, reflective practice, advocacy for children and their families, upholding ethical and professional standards is the professional responsibility (NAEYC, 2019). Engaging in field experience enhances our connection with high quality programs that follow the previous standards, applying the knowledge learned in your course of study, affords you opportunities to develop your beliefs (philosophy) of how children grow and develop and your role as a future teacher (Stephens, Peterson, & Eyrich, 2020).
Code 2.7- Interpret and communicate assessment information and results fairly, accurately, and in ways that convey the strengths of children as well as acknowledge the limitations of the evaluation instruments. Guarantee that assessment results are accessible to families.
Code 2.8- Explain to families how data about their child will be used, maintain confidentiality, and respect the family’s right to privacy, except in the case where a child’s welfare is at risk, when it becomes permissible to share confidential information with agencies, organizations and/or individuals who have legal responsibilities to intervene in the child’s interest.
Code 2.9- Ensure that parents and legal guardians have access to their child’s records and classroom or program setting, except in the case where access is denied by court order or other legal restriction.
Code 2.10- Inform the family of injuries and incidents involving their child, of risks such as exposures to communicable diseases that might result in infection, and of occurrences that might result in emotional stress.
Preparing well thought out administrative polices will make Codes 2.4- through Codes 2.10- much easier to follow and respond to. Using the NAEYC codes as a guideline when creating school policies is recommended.
Code 2.11- Strive to be familiar with community resources and support services; appropriately refer families as needed; and follow up to ensure that services have been provided appropriately and received.
Many communities create a family resource list, which provides information on resources, such as: utility assistance, food pantries, housing aide, parenting classes, WIC, Government assistance, family advocacy agencies, children’s events, trauma help, hotlines, counseling, etc. Reach out and find what lists are currently available in your community. Keep this list up to date, since resources can change rapidly, depending on funding sources. It is wise to create your own community resource list and be sure to share it widely.
Code 2.12- Work proactively in cases where family members and/ or staff are in conflict with one another and to help all parties involved express their particular needs and perspectives to make informed decisions and to support family members in doing the same.
Working proactively with family members and staff during conflict is a delicate issue. It is best to have clear policies about who deals with conflicts and misunderstandings, and how the process is implemented. Having the right person to sit down with the family and staff is essential. The mediation person (mediator) should have knowledge in appropriate conflict resolution techniques, bring a calming presence to the situation, and needs to be trusted and respected by all parties involved. It is always best to follow the administration’s chain of command before dealing with disputes and conflict because situations can be made worse if the wrong tactic is used or the wrong person is involved. It is best to be prepared in advance of meeting, make sure that it happens at a time that mutually works for all parties, and the meeting should occur in a confidential and neutral environment. A poorly timed, or last-minute meeting, can feel like an attack, especially after a hard workday.
Communication Styles
It is also helpful to be aware of different types of communication styles because effective communication with teachers, families, and community representatives is at the heart of leadership in ECE. Being attuned to the nuances of people’s communication styles, the ways messages are delivered and received, enhances our ability to communicate clearly and interpret others accurately. There are four communication styles (Russo, 1995, as cited in Bloom, 2005):
• Direct: Individuals with this style tell it like it is. They are decisive, take-charge, and in control, often demonstrating prominent leadership skills. However, they may also be perceived as strong-willed, overbearing, or lacking empathy.
• Spirited: These communicators are enthusiastic, friendly, and optimistic. They enjoy being around others and often gravitate toward the spotlight. They are skilled at building alliances, motivating people, and generating excitement. They prefer a fast pace and tend to be decisive, though they may not always be the best listeners.
• Considerate: Considerate communicators value warm, personal relationships. They are supportive and good listeners. They may be reluctant to embrace change, preferring the comfort of familiar routines. In an effort to avoid conflict, they may keep their opinions to themselves or give in too easily.
• Systematic: This style values accuracy and objectivity. Systematic communicators are analytical, persistent, orderly, and highly organized. However, they may sometimes be viewed as impersonal or emotionally detached.
Code 2.13- Not involve children in research projects without fully informing parents or legal guardians, and providing them with the opportunity to give or withhold consent without penalty.
Parents must give written consent for all research and/or assessments, and families have the right to withdraw from participating in the research at any time, without any reason, and with no penalty. “Research should, as much as possible, be based on participants' freely volunteered informed consent. For minors, this also requires consent from their legal guardians. This implies a responsibility to explain fully and meaningfully to both the child and their guardians what the research is about and how it will be disseminated. Participants and their legal guardians should be aware of the research purpose and procedures, their right to refuse to participate; the extent to which confidentiality will be maintained; the potential uses to which the data might be put; the foreseeable risks and expected benefits; and that participants have the right to discontinue at any time” (Paris, Ricardo, Rymond, 2019, p. 33).
Code 2.14- Not use our relationship with a family for private advantage or personal gain or enter into relationships with family members that might impair our judgement or have a negative impact on children.
Often families will choose a center because of the friendship/s that they have with staff. This can be beneficial; however, it can also be problematic if parents enter a program with pre-existing relationships and have expectations of special favors. It is important that our policy is clear that although we enjoy our personal friendships, in the professional setting, we do not give anyone any private advantages.
Code 2.15- Not honor any request from a family that puts a child in a situation that, in the context of professional expertise, knowledge, and judgement, would create physical or emotional harm. In such instances, we shall communicate with the family the reason(s) why the request was not honored and work toward an alternative solution.
This code can be tricky to navigate. To know if a family’s request might create harm, requires knowledge and understanding in ECE. According to WestEd (Mangione, 1990), building a strong foundation in ECE requires these 4 things:
1. To study and know child development and be familiar with developmental stages, so that we can readily identify typical and atypical development.
2. To become sensitive and responsive to each individual child’s needs. Every child has unique temperamental traits, developmental growth, and individual characteristics. What is appropriate for one child, may not be developmentally appropriate for another child. Getting to know the unique characteristics of every child is at the heart of sensitive and responsive care.
3. To know the families of the children in our care and talk with them about their child rearing practices, culture, and the community that the family lives in. Misunderstanding a cultural practice can cause distress for everyone and this can be avoided by building relationships and becoming familiar with their family’s practices.
4. To develop self-awareness and become reflective educators, We need to know our emotional hot spots and blind spots. We need to know what makes us “tick” and know what “ticks us off.” This can be accomplished by paying attention to how we are feeling and then stepping back from the situation and thinking about our words and actions. We want to try to view our actions from a 3rd party perspective. It helps to maintain our professional attitudes if we practice self-reflection and know our tendencies and limitations.
With these 4 practices in place, it is easier to recognize what appropriate practice versus inappropriate practice looks like. Disagreeing with a family and not being able to “honor their request,” can bring conflict, but it can also be a powerful teachable moment, if we are able to explain our pedagogical practices, without judgement, and work toward an alternative solution.
