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- https://socialsci.libretexts.org/Courses/College_of_the_Desert/Text_Principles_and_Practices_of_Teaching_College_of_the_Desert_Version/09%3A_Partnering_with_Families/9.16%3A_In_ClosingUnderstanding the unique systems, styles, and stages of each of the family members we welcome into our program enables us to collaborate more fully with each of them, providing the type of collaborati...Understanding the unique systems, styles, and stages of each of the family members we welcome into our program enables us to collaborate more fully with each of them, providing the type of collaborative expertise that enhances each partner beyond their individual capacity. “Children thrive when they have the skills they need to succeed and when families are meaningfully involved in their development and learning.”
- https://socialsci.libretexts.org/Courses/College_of_the_Desert/Text_Principles_and_Practices_of_Teaching_College_of_the_Desert_Version/05%3A_Developmental_and_Learning_TheoriesLearning Objectives Examine historical and theoretical frameworks as they apply to current early childhood practices.
- https://socialsci.libretexts.org/Courses/College_of_the_Desert/Text_Principles_and_Practices_of_Teaching_College_of_the_Desert_Version/09%3A_Partnering_with_Families/9.14%3A_Family_EducationIn I-2.9 it says: To foster families’ efforts to build support networks and, when needed, participate in building networks for families by providing them opportunities to interact with program staff, ...In I-2.9 it says: To foster families’ efforts to build support networks and, when needed, participate in building networks for families by providing them opportunities to interact with program staff, other families, community resources, and professional services.
- https://socialsci.libretexts.org/Courses/College_of_the_Desert/Text_Principles_and_Practices_of_Teaching_College_of_the_Desert_Version/04%3A_Developmental_Ages_and_Stages/4.06%3A_In_ClosingAs our foundation, having this knowledge allows us to more effectively set expectations, plan interactions and curriculum, set up appropriate learning environments, and share information with parents ...As our foundation, having this knowledge allows us to more effectively set expectations, plan interactions and curriculum, set up appropriate learning environments, and share information with parents that meets the current needs of the children we work with. As we continue to build upon this chapter, a deep understanding of developmental ages and stages will be the cornerstone for Chapter 6 (Curriculum), Chapter 7 (Environments), and Chapter 8 (Partnering with Families).
- https://socialsci.libretexts.org/Courses/College_of_the_Desert/Text_Principles_and_Practices_of_Teaching_College_of_the_Desert_Version/02%3A_The_History_of_Early_Childhood_Education/2.04%3A_PreviewThis chapter covers the historical underpinnings of the field of Early Childhood Education. As you begin your journey exploring the field that studies young children, you will come across several term...This chapter covers the historical underpinnings of the field of Early Childhood Education. As you begin your journey exploring the field that studies young children, you will come across several terms that are commonly used. Early Childhood Education: the unique ways young children "learn" and the ways they are "taught". Part of the larger field of "education". Early Care and Education: A blend of the care young children need as well as the way they are "educated". Sometimes called "educare".
- https://socialsci.libretexts.org/Courses/College_of_the_Desert/Text_Principles_and_Practices_of_Teaching_College_of_the_Desert_Version/08%3A_Creating_an_Effective_Learning_Environment/8.04%3A_PreviewAs we have learned in previous chapters, developing relationships, as well as understanding the developmental stages and individual interests and skills of children is crucial to effective teaching. T...As we have learned in previous chapters, developing relationships, as well as understanding the developmental stages and individual interests and skills of children is crucial to effective teaching. This information will form the cornerstone of what is called “curriculum”, which includes both the planned and unplanned experiences that occur throughout the day.
- https://socialsci.libretexts.org/Courses/College_of_the_Desert/Text_Principles_and_Practices_of_Teaching_College_of_the_Desert_Version/09%3A_Partnering_with_Families/9.07%3A_Ethical_Responsibilities_to_FamiliesThe ideals (refer to the Code of Ethical Conduct ) provide us with how we need to support, welcome, listen to, develop relationships with, respect, share knowledge with and help families as we work to...The ideals (refer to the Code of Ethical Conduct ) provide us with how we need to support, welcome, listen to, develop relationships with, respect, share knowledge with and help families as we work together in partnership with them to support their role as parents.
- https://socialsci.libretexts.org/Courses/Chabot_College/ECD_Principles_and_Practices_(Hale)/16%3A_Partnering_with_Families/16.09%3A_Family_EducationIn I-2.9 it says: To foster families’ efforts to build support networks and, when needed, participate in building networks for families by providing them opportunities to interact with program staff, ...In I-2.9 it says: To foster families’ efforts to build support networks and, when needed, participate in building networks for families by providing them opportunities to interact with program staff, other families, community resources, and professional services.
- https://socialsci.libretexts.org/Courses/Chabot_College/ECD_Principles_and_Practices_(Hale)/16%3A_Partnering_with_Families/16.11%3A_In_ClosingUnderstanding the unique systems, styles, and stages of each of the family members we welcome into our program enables us to collaborate more fully with each of them, providing the type of collaborati...Understanding the unique systems, styles, and stages of each of the family members we welcome into our program enables us to collaborate more fully with each of them, providing the type of collaborative expertise that enhances each partner beyond their individual capacity. “Children thrive when they have the skills they need to succeed and when families are meaningfully involved in their development and learning.”
- https://socialsci.libretexts.org/Courses/Chabot_College/ECD_Principles_and_Practices_(Hale)/13%3A_Early_Childhood_Curriculum/13.02%3A_InteractionsWe introduced the Cycle of Reflection, which begins with observing, documenting, and interpreting so that you can plan, implement and evaluate appropriate interactions and experiences that make sense ...We introduced the Cycle of Reflection, which begins with observing, documenting, and interpreting so that you can plan, implement and evaluate appropriate interactions and experiences that make sense and meet the needs of the particular children we are working with.
- https://socialsci.libretexts.org/Courses/West_Los_Angeles_College/Principios_y_practicas_de_ensenanza_de_ninos_pequenos_(Stephens_et_al.)/07%3A_Edades_y_etapas_del_desarrollo/7.01%3A_Estandares_NAEYCEl siguiente Estándar NAEYC para la Preparación Profesional de la Primera Infancia abordado en este capítulo: Promoviendo el Desarrollo y Aprendizaje Infantil Construyendo relaciones familiares y comu...El siguiente Estándar NAEYC para la Preparación Profesional de la Primera Infancia abordado en este capítulo: Promoviendo el Desarrollo y Aprendizaje Infantil Construyendo relaciones familiares y comunitarias Observar, documentar y evaluar para apoyar a niños pequeños y familias Uso de enfoques efectivos para el desarrollo para conectarse con niños y familias Uso del conocimiento del contenido para construir un currículo significativo Convertirse en un profesional
