KS2: Family systems theory and principles of family-centered practice, including how to work cooperatively and respectfully with all families to support children's learning and development
Evidence 1: Family Process, FCD 310, Southern Virginia University, Fall 2008, Transcript
Description: A study of marital and family processes - such as generations, emotions, communication, conflict, sexual intimacy, and rituals - as families develop across major life transitions such as marriage, parenting, divorce, and remarriage. Attention is given to the development of healthy family processes.
Analysis: The final project for this class was to interview family members and create a family systems map and genogram. As I completed this project, I learned a great deal about the family that I was raised in. I also learned that not all families function in the same manner and that this can create communication issues. As I remember the differences that present themselves due to differing family structures and cultural backgrounds, I can better communicate with and work with my families.
Evidence 2: Level I Fundamentals: Communication: Developing Relationships with Families and Issues in Diversity Workshop, Professional Development Certificate,September 2012
Description: Valuing all families and working in partnership with them creates long lasting benefits for children. Being aware of what you bring to the relationship is key to building trust and offering supportive communication. Between the ages of 2 and 5, children become aware of gender, culture, ethnicity, family differences and disabilities. The environment we provide and our interactions have a positive influence on children’s appreciation of diversity.
Analysis: This was a wonderful refresher for me in many ways. Maintaining strong lines of communication with families is essential in supporting and encouraging the learning and development of all children. One suggestion made during this workshop for creating and sustaining these relationships was to invite members of the family into the classroom for special projects or reading. As I have invited parents to do this, I notice that relationships have been strengthened, and a deeper level of communication has been the result.
Evidence 3: Newsletter
Description: Newsletters are sent home bi-weekly. I email an electronic copy and send a paper copy. I also post our newsletters on our classroom website. The attached newsletter is the first one sent home at the beginning of the 2013-2014 school year. It details our first two weeks of school, upcoming events and all of my contact information.
Analysis: Aside from daily emails and conversations at drop off or pick up times, newsletters are a great way for me to stay in touch with all of my classroom families. Families find it helpful to have a concrete reminder of upcoming events, and I enjoy having a means to communicate developmental areas that have been visited and those that are upcoming.
