ECE Effective Advocacy Diversity

Culture Diversity

NAEYC National Association for the Education of Young Children

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  • Years ago the issue of responsibility for young children prior to entrance into elementary school came to a head when President Nixon vetoed the child care bill of 1971. In so doing, Nixon carefully selected his words, saying that, as a nation, we are not ready to “communize” our children through group care and education. For a number of years federal, as well as local and state, governments were cautious about assuming responsibility for children prior to their entry into elementary school. (Feeney 2)

DAP

  • “Developmentally appropriate practice, often shortened to DAP, is an approach to teaching grounded in the research on how young children develop and learn and in what is known about effective early education. Its framework is designed to promote young children’s optimal learning and development”.

Effective Curriculum

  • Integrate of diversity into the curriculum
  • Review the research to find new diversity philosophies and awareness.
  • Gather additional information that can be add in the curriculum
  • Making accommodations of curriculum with the combination of diversity knowledge of their community.

Family Engagement as Equal Partners.

  • Family-professiona partnerships
  • Collaboration with each other
  • Family Participation
  • Communication of Both. (school and house)

3 ways to involve families as equal partners.

  • Helping children achieve in school, and support with them homework
  • Helping to solving any problems that her child could present during the school.
  • Helping to make decisions about any issues that the child can present.

Benefits by Students Envolving

  • Enhance children’s emotional security, which in turn makes it easier for them to learn.
  • Working as a team, educators and parents benefit to both and especially to the children, because both educators and parent understand better the skills of the children.
  • Other benefit when involvement parent in the program, is the respect for the cultures, especially when the children not have to face great differences between their house and the school.

Teacher Benefits

  • Teachers who working in collaboration with their families can do a better job of teach with the children.
  • Also teachers could build self-confidence on the part of children.
  • When teacher have a great contact with families and interact with them, could create partnerships. And could receive acknowledgement and appreciation of their skills

Barriers to Involvement

  • Lack of a school environment that supports parent/family involvement
  • School practices that do Not accommodate the diversity of family needs
  • Child care restrictions
  • Families could feel with uncertainty about past negative experiences with schools.

Integrated Partnerships with Families

  • Good Communication
  • Respectful relationships and responsive engagement
  • Collaborative
  • Be Commitment
  • Equity and diversity
  • Advocacy
  • Trust

SCHOOL READINESS

  • School readiness is about preparedness of young children to enter kindergarten with the support of all the community, schools, and families to children’s readiness to learn throughout child-development domains .

Conclusion

  • There will be new political, economic, and social constraints that will affect you and the children and families in your care. Thus, to prepare yourself well to teach in urban settings, you must become a teacher who embraces multicultural education, which Banks (1993) defines as a “total school reform effort designed to increase education equity for a range of cultural, ethnic, and economic groups” (p. 6). (Feeney 184-185)
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