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Helping Families to Understand the Curriculum As you begin to develop reciprocal relationships with families, you will want to share information about developmentally appropriate practice (DAP) with regard to curriculum; this will provide a foundation for further discussion (Copple & Bredekamp, 2009; Gestwicki, 2011). For example, programs and teachers can: Include a statement in promotional […]

Developmentally Appropriate Accountability Assessment and communicating information about assessments is a focus in Chapter 12, but here it is important to note that early childhood educators are mindful of the developmental issues associated with accountability and standards. The NAEYC position statements provide clearly articulated guidance about: The types of assessment that are appropriate for young

Accountability: Testing and Assessment Parents are entitled to accurate reporting designed to help them understand how the curriculum is working on behalf of their children. Teachers and programs need to provide information to families to help them understand the accountability measures in use and how that information is specifically relevant to the curriculum and its

Creative Curriculum Alignment (for 3-Year-Olds) Creative Curriculum Alignment (for 3-Year-Olds) Head Start Domain Element Examples of Objectives and Dimensions from the Creative Curriculum for Preschool Examples from the Creative Curriculum for Preschool Receptive language: the ability to comprehend or understand language 8. Listens to and understands increasingly complex language 8a. Comprehends language 8b. Follows directions

Aligning (Mapping) Curriculum with Standards Standards are written to allow educators to make decisions on behalf of each individual child. At the local/site/classroom level, teachers should share the ways in which they interpret the standards. Sometimes teachers do this by identifying how the curriculum connects with specific standards or desired learning and development outcomesa process

What are some of your preconceived notions about how families should be? What can you do to get to know the families and make everyone in your classroom feel welcome? There is widespread agreement that home/school/community programs succeed only when mutual trust is well established among those involved (Dombro & Lerner, 2005; Fiese, Eckert, &

What are some of your preconceived notions about how families should be? What can you do to get to know the families and make everyone in your classroom feel welcome? There is widespread agreement that home/school/community programs succeed only when mutual trust is well established among those involved (Dombro & Lerner, 2005; Fiese, Eckert, &

Helping Families Understand Curriculum, Goals, and Expectations If we want families and the community to be more involved in our children’s early education, we need to help them understand the nature and purpose of learning standards and how they affect the curriculum as well as the systems in place for achieving accountability to the standards.

Barriers and Challenges More From the Field Preschool director and teacher Donna Wilson discusses how educators must confront their biases and preconceived notions of what families should be in order to be comfortable working with all the children and families who enter their classroom. Critical Thinking Questions What are some of your preconceived notions about

Examples of Family Involvement Models Program Description Even Start Federally funded Title I home-based program that promotes family literacy; GED programs, and workforce skills development (over 800 sites). No Child Left Behind (NCLB) Among mandated activities are annual informative meetings for parents; involvement in planning, review, and improvement of schools; opportunities for parent input/suggestions. Head