11.Incorporate computer mediated and web based techniques and resources in your course design.
· Explore online learning communities, blogs, vlogs, podcasts, wikis, chats, bulletin boards.
· Consider the possibility of delivering all or part of your course by distance using computer mediated instruction.
· Compare and contrast learning management systems both open source and proprietary systems such as Blackboard, WEBCT
· Practice judgment and discrimination when evaluating web-based resources.
· Use learning object repositories.
We have explored Blogs and I feel very comfortable with the computer and e-mail and students can write refections after class and e-mail.
I use e-mail for my distance ed students and I could uuse the blog we these students to share resourses.
Distance Education
Friday, August 05, 2005
Outcome Discussion 10
10
Design the specifications for formative and summative assessment.
· Understand the process of determining achievement & improvement through feedback: testing, measurement, assessment, evaluation
· Use appropriate assessment re timing/purpose: diagnostic, formative, summative
· Understand and create appropriate assessment targets re: know, reason, skill, product, dispositions
· Use appropriate variety in methods so as to be fair to all: no undue reliance on a single method
· Use Bloom’s Cognitive Taxonomy: knowledge, comprehension, application, analysis, synthesis, evaluation
· Use Wiggins’ Personalized Taxonomy of Understanding: explanation, interpretation, application, perspective, empathy, self-knowledge
· Use Fink’s Interactive Taxonomy of Significance: foundational, knowing, phenomena, remembering facts and ideas; ideas, thinking/acting, application; connecting, integration,; acting & caring, self & others, human dimension; motivation, caring, others; learning how to learn, learning itself; thinking itself, meta-cognition
· Understand and create and use appropriate assessment methods: selection [T-F, Match, M-C]; supply [Completion, Short Answer. Essay]; Performance Tasks; Personal Communication [Oral exam, Interview, Conference, Question & Answer, Discussion, Debate, Observation]
· Understand and ensure the development of Quality Items: clear targets, proper method, proper sample: representative and confident inferences, Interference controlled: bias and distortion, clear purpose
· Apply proper referencing to item interpretation: norm, criterion, self
· Use these tools for increasing objectivity of scoring: anecdotal records, checklists, rating scales, rubrics, exemplars
· Understand and employ adequate methods of organizing evaluations: assessment stations, individual assessments, group assessments, contracts, self- and peer-assessments, expert [teacher] assessment, portfolios
· Continued use of Ongoing Student Activities: written assignments, academic prompts, presentations, conferencing, performance assessments, homework
Bloom's Taxonomy
Learning
Design the specifications for formative and summative assessment.
· Understand the process of determining achievement & improvement through feedback: testing, measurement, assessment, evaluation
· Use appropriate assessment re timing/purpose: diagnostic, formative, summative
· Understand and create appropriate assessment targets re: know, reason, skill, product, dispositions
· Use appropriate variety in methods so as to be fair to all: no undue reliance on a single method
· Use Bloom’s Cognitive Taxonomy: knowledge, comprehension, application, analysis, synthesis, evaluation
· Use Wiggins’ Personalized Taxonomy of Understanding: explanation, interpretation, application, perspective, empathy, self-knowledge
· Use Fink’s Interactive Taxonomy of Significance: foundational, knowing, phenomena, remembering facts and ideas; ideas, thinking/acting, application; connecting, integration,; acting & caring, self & others, human dimension; motivation, caring, others; learning how to learn, learning itself; thinking itself, meta-cognition
· Understand and create and use appropriate assessment methods: selection [T-F, Match, M-C]; supply [Completion, Short Answer. Essay]; Performance Tasks; Personal Communication [Oral exam, Interview, Conference, Question & Answer, Discussion, Debate, Observation]
· Understand and ensure the development of Quality Items: clear targets, proper method, proper sample: representative and confident inferences, Interference controlled: bias and distortion, clear purpose
· Apply proper referencing to item interpretation: norm, criterion, self
· Use these tools for increasing objectivity of scoring: anecdotal records, checklists, rating scales, rubrics, exemplars
· Understand and employ adequate methods of organizing evaluations: assessment stations, individual assessments, group assessments, contracts, self- and peer-assessments, expert [teacher] assessment, portfolios
· Continued use of Ongoing Student Activities: written assignments, academic prompts, presentations, conferencing, performance assessments, homework
Bloom's Taxonomy
Learning
Outcome Discussion 9
9. Identify strategies used to establish optimal conditions for learning in a formal setting
· Establish an atmosphere of inquiry.
· Establish a learning environment that is safe but authentic.
· Establish the appropriate comfort level for optimal learning.
· Enable students to find and sustain the flow of their learning.
· Prepare students to continue learning in the workplace
The adult learner should be a environment that encourages learning an environment that ecourges risk takeing so that students are not afraid to ask questions share ideas and explore new ideas with out fear of beening critized.
The instructor must provide a variety of instruction to motivate and keep the students interest.
The instructor must prepare the student to learn outside the classroom setting ing the real world.
Inquiry Education
· Establish an atmosphere of inquiry.
· Establish a learning environment that is safe but authentic.
· Establish the appropriate comfort level for optimal learning.
· Enable students to find and sustain the flow of their learning.
· Prepare students to continue learning in the workplace
The adult learner should be a environment that encourages learning an environment that ecourges risk takeing so that students are not afraid to ask questions share ideas and explore new ideas with out fear of beening critized.
The instructor must provide a variety of instruction to motivate and keep the students interest.
The instructor must prepare the student to learn outside the classroom setting ing the real world.
Inquiry Education
Outcome Discussion 8
8.
Design learning activities that allow adult learners to construct their own understanding of the course material. Demonstrate scaffolding, sequencing. Indicate how learners will be able to demonstrate competence.
· Plan to use a constructivist teaching approach and design your course to incorporate as many of your understandings of this perspective as possible.
· Prepare to let learners take charge of their own learning.
· Illustrate a variety of means whereby reflection is facilitated.
Social constructivist approaches to learning have been applied through classroom practices such as collaborative learning, problem-based learning, and peer learning groups. Most often, students who participate in these innovative instructional approaches perceive a more meaningful learning experience and in some cases actually learn more than students in conventional learning situations.
Constructive Teaching
Design learning activities that allow adult learners to construct their own understanding of the course material. Demonstrate scaffolding, sequencing. Indicate how learners will be able to demonstrate competence.
· Plan to use a constructivist teaching approach and design your course to incorporate as many of your understandings of this perspective as possible.
· Prepare to let learners take charge of their own learning.
· Illustrate a variety of means whereby reflection is facilitated.
Social constructivist approaches to learning have been applied through classroom practices such as collaborative learning, problem-based learning, and peer learning groups. Most often, students who participate in these innovative instructional approaches perceive a more meaningful learning experience and in some cases actually learn more than students in conventional learning situations.
Constructive Teaching
Outcome Discussion 7
Illustrate techniques used to situate learning, that makes the conditons of learning replicate the conitions where the performance of the skills will be required in the workplace.
Situated Learning
In the Early Childhood Setting real life situations and how you handle them is a learning experince that they will remember. This real life problems that have to be solved are meaningful and have purpose for the adult learner.
Situated Learning
In the Early Childhood Setting real life situations and how you handle them is a learning experince that they will remember. This real life problems that have to be solved are meaningful and have purpose for the adult learner.
Wednesday, August 03, 2005
Outcomes Discussion
1.
I understood the key terms and have learned some
Adult Learner
3.
The curriculum plan is the from where the courses are developed.
4.Course outline is acountablity to meeting the needs of the curriculum.
Course outline saves the instructor time and energy and is a document that can justify what your teaching to the students. Course design and content as a document provid protection to the instructor as long as the stick to teaching the course outline that has been aproved by the college.
5.Understand the function of a course outone, its elements,their usual format and expression.
Meeting the needs of the adult learner:
http://www.isoc.org/inet96/proceedings/c4/c4_2.htm.
that understanding andragogy is essential to the design of effective learning environments. Here are some of the aspects of adult learning which should be taken into consideration:
motivation (intrinsic vs. external reward/punishment)
learner orientation (self-directedness)
experience (as a learning resource for the individual and for group sharing)
orientation to learning (task or problem centered vs. subject oriented)
readiness to learn (prior learning as a consideration in course development)
personal circumstances (situational, dispositional and cultural barriers)
personal learning styles
Major Needs of Adult Learners
An effective trainer must understand the major needs of adult learners and how these needs impact the training environment. Some of the needs of adult learners that educators have identified are cited below. Items were excerpted from the adult education portion of NETCSC's curriculum, "Basics of Environmental Systems Management." For more information about the content of this curriculum or how to purchase a copy, click here.
1. Educational NeedsAn educational need is the difference between what the learner does or knows and why he or she needs to know or do it.
2. Felt NeedsFelt needs are those identified by the learner. Felt needs are the most valuable to the adult educator because they are very strong motivators.
3. Ascribed NeedsAscribed needs are developed through observation. The observer identifies and details the discrepancy between the exhibited behavior and the desired behavior.
4. Real Needs The gap existing between present performance and desired performance is referred to as a real need. Real needs are determined by multiple forms of input and may be ascribed or felt.
5. Symptomatic Educational NeedsSymptomatic needs provide clues to the identification of real needs. For example, an illiterate adult may confuse the manifestation of a need such as the inability to fill out employment applications with the real need of becoming literate. The individual, however, perceives the symptom of an educational need as the real need.
6. Esteem NeedsThis refers to the adult learner's need for a feeling of importance. Although esteem needs are not considered strictly educational needs, their importance in education has been well documented as a strong motivational force.
I identified the appropriate vocabulary and activities for specifying outcomes from the Principles of Learning and Teaching document.
Priciples of Learning and Teaching
I understood the key terms and have learned some
new ones androgogy the education of adults and DACUM the development of curriculum.
I understand that the curriculum comes from the needs of the employer to the college of the training that they would like the students to have when they leave the program.
The courses are then developed from the curriculum.
DACUM for adult educator
2. The needs of the adult learner are that they are being preapared to enter the the workplace when they walk out of the college this is androgogy and pedaogoy is the education from kindergarten to grad 12.
The needs of the adult learner are specific to the career that they wish to be employeed in when graduate.
We discussed some gaps in this area like handling difficult workplace situations.Adult Learner
3.
The curriculum plan is the from where the courses are developed.
4.Course outline is acountablity to meeting the needs of the curriculum.
Course outline saves the instructor time and energy and is a document that can justify what your teaching to the students. Course design and content as a document provid protection to the instructor as long as the stick to teaching the course outline that has been aproved by the college.
5.Understand the function of a course outone, its elements,their usual format and expression.
Meeting the needs of the adult learner:
http://www.isoc.org/inet96/proceedings/c4/c4_2.htm.
that understanding andragogy is essential to the design of effective learning environments. Here are some of the aspects of adult learning which should be taken into consideration:
motivation (intrinsic vs. external reward/punishment)
learner orientation (self-directedness)
experience (as a learning resource for the individual and for group sharing)
orientation to learning (task or problem centered vs. subject oriented)
readiness to learn (prior learning as a consideration in course development)
personal circumstances (situational, dispositional and cultural barriers)
personal learning styles
Major Needs of Adult Learners
An effective trainer must understand the major needs of adult learners and how these needs impact the training environment. Some of the needs of adult learners that educators have identified are cited below. Items were excerpted from the adult education portion of NETCSC's curriculum, "Basics of Environmental Systems Management." For more information about the content of this curriculum or how to purchase a copy, click here.
1. Educational NeedsAn educational need is the difference between what the learner does or knows and why he or she needs to know or do it.
2. Felt NeedsFelt needs are those identified by the learner. Felt needs are the most valuable to the adult educator because they are very strong motivators.
3. Ascribed NeedsAscribed needs are developed through observation. The observer identifies and details the discrepancy between the exhibited behavior and the desired behavior.
4. Real Needs The gap existing between present performance and desired performance is referred to as a real need. Real needs are determined by multiple forms of input and may be ascribed or felt.
5. Symptomatic Educational NeedsSymptomatic needs provide clues to the identification of real needs. For example, an illiterate adult may confuse the manifestation of a need such as the inability to fill out employment applications with the real need of becoming literate. The individual, however, perceives the symptom of an educational need as the real need.
6. Esteem NeedsThis refers to the adult learner's need for a feeling of importance. Although esteem needs are not considered strictly educational needs, their importance in education has been well documented as a strong motivational force.
I identified the appropriate vocabulary and activities for specifying outcomes from the Principles of Learning and Teaching document.
Priciples of Learning and Teaching
Defense for Course Outline for Parents
Course Outline: by Jacqueline Donald
Course Title: Parents
Program: Early Childhood Education
Course Description: The participant will recognize the importance of establishing and maintaining an open, cooperative partnership with each child’s family that supports the family in meeting their responsibilities for the child.
The General Outcomes are the important beginning elements for the course. They will be broken down into to more specific skills next.
The specific skills will be measurable and achievable.
General Learning Outcomes:
1. Recognize the importance of home and family.
2. Know the aspects of family that have significance to the child’s development.
3. Know ways of involving parents in the early childhood setting.
4. Understand the communication techniques that are effective in working with parents.
5. Recognize strategies that will establish and maintain an open, cooperative partnership with each child’s family that supports the family in meeting their responsibilities for the child.
The Early childhood educator must work in partnership with the parents to provide a positive environment for the child to grow and learn.
The child must observe a positive relationship between the Early Childhood Educator and their parent to reach optimal development.
Parents need to be involved in their child’s care to feel valued and have a positive self esteem.
Specific Learning Outcomes:
1. Recognize the importance of home and family
a. Identify strategies that can be incorporated into the child care setting that demonstrates to families a respect for their position as the child’s primary caregiver and creating opportunities for families to feel comfortable expressing their wishes and needs;
b. Identify methods of providing families with accessible information about service philosophy, policies, approaches and procedures before the child begins attending the children care setting and on an on-going basis;
The Early Childhood Educator must be respectful to parents at all times.
The Early Childhood Educator needs information that only the parent can provide to provide individual quality care for the child.
2. Know the aspects of family that have significance to the child’s development.
a. Discuss a variety of approaches to encourage families to share information about the child on a regular basis, including the child’s likes, dislikes, and schedule and familial preferences regarding child-rearing practices, diet and dress;
The Early Childhood Educator must develop skills that encourage parents to share information important to their child’s care on a daily basis.
3. Know ways of involving parents in the early childhood setting.
a. Identify a variety of user-friendly strategies that assist families to be involved in program activities to the extent that they wish and to participate in programming decisions;
b. Identify a variety of user-friendly strategies that assist families to participate in policy decision-making;
The Early Childhood Educator must develop strategies to include parents in the Early childhood program.
4. Understand the communication techniques that are effective in working with parents.
a. Identify strategies that assist the family members to feel welcome at any time that the child is present;
b. Practice a variety of negotiation and positive problem-solving strategies to find solutions to differences of opinion or difficulties.
The Early Childhood Educator must develop a trusting relationship with parents and possess tactful skills of communication to handle difficult situations.
5. Recognize strategies that will establish and maintain an open, cooperative partnership with each child’s family that supports the family in meeting their responsibilities for the child.
a. Identify a variety of strategies of working cooperatively with families to develop and implement program activities and care giving routines that reflect children’s cultural and religious backgrounds and the lifestyles of the children’s families;
b. Recognize that keeping family enquires conversations with families, and children’s records confidential are essential.
The Early Childhood Educator must respect the individual family’s lifestyles and keep all information confidential.
The specific Outcomes were chosen to give direction and lesson planning guidance from the general outcomes.
They will be the goal outcome for the lesson plan.
Money and praise are also the external motivators.
Course Resources:
Textbooks: Shimoni, Rena and Joanne Baxter. Working With Families. Dona Mills: Addison Wesely Publishers
Magazines:
Child Care Exchange
· The Single Parent
· Parents Magazine
· Young Children
· Childhood Education
· Day Care and Early Childhood Education
· Child Care Information Exchange
· Child Welfare
· Empathic Parenting
Videos:
Building a Partnership with Parents. Bloomington, Ind.: Agency for Instructional Technology, 1991. (HV 851 B842)
Children Die, Too. Princeton, N. J.: Films For The Humanities & Sciences, 1990. (BF 575 G7 C55 1990)
Meeting the needs of children. Video. CA: Milan Herzog & Associates, SA Films, Inc., 1992. (HQ 769 M43)
Partnerships with Parents. Washington, D.C.: N.A.E.Y.C., 1989.
(HV 851 P37)
Silent Partners: Parents of Children in Three Types of Day Care. Ottawa: Social Sciences and Humanities Research Council of Canada, 1996. (HV851 P452)
Understanding Partnership With Parents. Winnipeg: Family Day Care Association of Manitoba, 1993. (HV 851 U53 1993)
Course Title: Parents
Program: Early Childhood Education
Course Description: The participant will recognize the importance of establishing and maintaining an open, cooperative partnership with each child’s family that supports the family in meeting their responsibilities for the child.
The General Outcomes are the important beginning elements for the course. They will be broken down into to more specific skills next.
The specific skills will be measurable and achievable.
General Learning Outcomes:
1. Recognize the importance of home and family.
2. Know the aspects of family that have significance to the child’s development.
3. Know ways of involving parents in the early childhood setting.
4. Understand the communication techniques that are effective in working with parents.
5. Recognize strategies that will establish and maintain an open, cooperative partnership with each child’s family that supports the family in meeting their responsibilities for the child.
The Early childhood educator must work in partnership with the parents to provide a positive environment for the child to grow and learn.
The child must observe a positive relationship between the Early Childhood Educator and their parent to reach optimal development.
Parents need to be involved in their child’s care to feel valued and have a positive self esteem.
Specific Learning Outcomes:
1. Recognize the importance of home and family
a. Identify strategies that can be incorporated into the child care setting that demonstrates to families a respect for their position as the child’s primary caregiver and creating opportunities for families to feel comfortable expressing their wishes and needs;
b. Identify methods of providing families with accessible information about service philosophy, policies, approaches and procedures before the child begins attending the children care setting and on an on-going basis;
The Early Childhood Educator must be respectful to parents at all times.
The Early Childhood Educator needs information that only the parent can provide to provide individual quality care for the child.
2. Know the aspects of family that have significance to the child’s development.
a. Discuss a variety of approaches to encourage families to share information about the child on a regular basis, including the child’s likes, dislikes, and schedule and familial preferences regarding child-rearing practices, diet and dress;
The Early Childhood Educator must develop skills that encourage parents to share information important to their child’s care on a daily basis.
3. Know ways of involving parents in the early childhood setting.
a. Identify a variety of user-friendly strategies that assist families to be involved in program activities to the extent that they wish and to participate in programming decisions;
b. Identify a variety of user-friendly strategies that assist families to participate in policy decision-making;
The Early Childhood Educator must develop strategies to include parents in the Early childhood program.
4. Understand the communication techniques that are effective in working with parents.
a. Identify strategies that assist the family members to feel welcome at any time that the child is present;
b. Practice a variety of negotiation and positive problem-solving strategies to find solutions to differences of opinion or difficulties.
The Early Childhood Educator must develop a trusting relationship with parents and possess tactful skills of communication to handle difficult situations.
5. Recognize strategies that will establish and maintain an open, cooperative partnership with each child’s family that supports the family in meeting their responsibilities for the child.
a. Identify a variety of strategies of working cooperatively with families to develop and implement program activities and care giving routines that reflect children’s cultural and religious backgrounds and the lifestyles of the children’s families;
b. Recognize that keeping family enquires conversations with families, and children’s records confidential are essential.
The Early Childhood Educator must respect the individual family’s lifestyles and keep all information confidential.
The specific Outcomes were chosen to give direction and lesson planning guidance from the general outcomes.
They will be the goal outcome for the lesson plan.
Method of Evaluation
Assignments 20%
Project 35%
Tests 35%
Participation 10%
Motivation comes from the the desire to acomplish and finish someting that we have started to show that we can do this. If we get a good mark we are rewarded by feeling good about ourself.Money and praise are also the external motivators.
Course Resources:
Textbooks: Shimoni, Rena and Joanne Baxter. Working With Families. Dona Mills: Addison Wesely Publishers
Magazines:
Child Care Exchange
· The Single Parent
· Parents Magazine
· Young Children
· Childhood Education
· Day Care and Early Childhood Education
· Child Care Information Exchange
· Child Welfare
· Empathic Parenting
Videos:
Building a Partnership with Parents. Bloomington, Ind.: Agency for Instructional Technology, 1991. (HV 851 B842)
Children Die, Too. Princeton, N. J.: Films For The Humanities & Sciences, 1990. (BF 575 G7 C55 1990)
Meeting the needs of children. Video. CA: Milan Herzog & Associates, SA Films, Inc., 1992. (HQ 769 M43)
Partnerships with Parents. Washington, D.C.: N.A.E.Y.C., 1989.
(HV 851 P37)
Silent Partners: Parents of Children in Three Types of Day Care. Ottawa: Social Sciences and Humanities Research Council of Canada, 1996. (HV851 P452)
Understanding Partnership With Parents. Winnipeg: Family Day Care Association of Manitoba, 1993. (HV 851 U53 1993)
Course Outline Parents
Course Outline: by Jacqueline Donald
Course Title: Parents
Program: Early Childhood Education
Course Description: The participant will recognize the importance of establishing and maintaining an open, cooperative partnership with each child’s family that supports the family in meeting their responsibilities for the child.
General Learning Outcomes:
1. Recognize the importance of home and family.
2. Know the aspects of family that have significance to the child’s development.
3. Know ways of involving parents in the early childhood setting.
4. Understand the communication techniques that are effective in working with parents.
5. Recognize strategies that will establish and maintain an open, cooperative partnership with each child’s family that supports the family in meeting their responsibilities for the child.
Specific Learning Outcomes:
1. Recognize the importance of home and family
a. Identify strategies that can be incorporated into the child care setting that demonstrates to families a respect for their position as the child’s primary caregiver and creating opportunities for families to feel comfortable expressing their wishes and needs;
b. Identify methods of providing families with accessible information about service philosophy, policies, approaches and procedures before the child begins attending the children care setting and on an on-going basis;
2. Know the aspects of family that have significance to the child’s development.
a. Discuss a variety of approaches to encourage families to share information about the child on a regular basis, including the child’s likes, dislikes, and schedule and familial preferences regarding child-rearing practices, diet and dress;
3. Know ways of involving parents in the early childhood setting.
a. Identify a variety of user-friendly strategies that assist families to be involved in program activities to the extent that they wish and to participate in programming decisions;
b. Identify a variety of user-friendly strategies that assist families to participate in policy decision-making;
4. Understand the communication techniques that are effective in working with parents.
a. Identify strategies that assist the family members to feel welcome at any time that the child is present;
b. Practice a variety of negotiation and positive problem-solving strategies to find solutions to differences of opinion or difficulties.
5. Recognize strategies that will establish and maintain an open, cooperative partnership with each child’s family that supports the family in meeting their responsibilities for the child.
a. Identify a variety of strategies of working cooperatively with families to develop and implement program activities and care giving routines that reflect children’s cultural and religious backgrounds and the lifestyles of the children’s families;
b. Recognize that keeping family enquires conversations with families, and children’s records confidential are essential.
Course Resources:
Textbooks: Shimoni, Rena and Joanne Baxter. Working With Families. Dona Mills: Addison Wesely Publishers
Magazines:
Child Care Exchange
· The Single Parent
· Parents Magazine
· Young Children
· Childhood Education
· Day Care and Early Childhood Education
· Child Care Information Exchange
· Child Welfare
· Empathic Parenting
Videos:
Building a Partnership with Parents. Bloomington, Ind.: Agency for Instructional Technology, 1991. (HV 851 B842)
Children Die, Too. Princeton, N. J.: Films For The Humanities & Sciences, 1990. (BF 575 G7 C55 1990)
Meeting the needs of children. Video. CA: Milan Herzog & Associates, SA Films, Inc., 1992. (HQ 769 M43)
Partnerships with Parents. Washington, D.C.: N.A.E.Y.C., 1989.
(HV 851 P37)
Silent Partners: Parents of Children in Three Types of Day Care. Ottawa: Social Sciences and Humanities Research Council of Canada, 1996. (HV851 P452)
Understanding Partnership With Parents. Winnipeg: Family Day Care Association of Manitoba, 1993. (HV 851 U53 1993)
Course Title: Parents
Program: Early Childhood Education
Course Description: The participant will recognize the importance of establishing and maintaining an open, cooperative partnership with each child’s family that supports the family in meeting their responsibilities for the child.
General Learning Outcomes:
1. Recognize the importance of home and family.
2. Know the aspects of family that have significance to the child’s development.
3. Know ways of involving parents in the early childhood setting.
4. Understand the communication techniques that are effective in working with parents.
5. Recognize strategies that will establish and maintain an open, cooperative partnership with each child’s family that supports the family in meeting their responsibilities for the child.
Specific Learning Outcomes:
1. Recognize the importance of home and family
a. Identify strategies that can be incorporated into the child care setting that demonstrates to families a respect for their position as the child’s primary caregiver and creating opportunities for families to feel comfortable expressing their wishes and needs;
b. Identify methods of providing families with accessible information about service philosophy, policies, approaches and procedures before the child begins attending the children care setting and on an on-going basis;
2. Know the aspects of family that have significance to the child’s development.
a. Discuss a variety of approaches to encourage families to share information about the child on a regular basis, including the child’s likes, dislikes, and schedule and familial preferences regarding child-rearing practices, diet and dress;
3. Know ways of involving parents in the early childhood setting.
a. Identify a variety of user-friendly strategies that assist families to be involved in program activities to the extent that they wish and to participate in programming decisions;
b. Identify a variety of user-friendly strategies that assist families to participate in policy decision-making;
4. Understand the communication techniques that are effective in working with parents.
a. Identify strategies that assist the family members to feel welcome at any time that the child is present;
b. Practice a variety of negotiation and positive problem-solving strategies to find solutions to differences of opinion or difficulties.
5. Recognize strategies that will establish and maintain an open, cooperative partnership with each child’s family that supports the family in meeting their responsibilities for the child.
a. Identify a variety of strategies of working cooperatively with families to develop and implement program activities and care giving routines that reflect children’s cultural and religious backgrounds and the lifestyles of the children’s families;
b. Recognize that keeping family enquires conversations with families, and children’s records confidential are essential.
Course Resources:
Textbooks: Shimoni, Rena and Joanne Baxter. Working With Families. Dona Mills: Addison Wesely Publishers
Magazines:
Child Care Exchange
· The Single Parent
· Parents Magazine
· Young Children
· Childhood Education
· Day Care and Early Childhood Education
· Child Care Information Exchange
· Child Welfare
· Empathic Parenting
Videos:
Building a Partnership with Parents. Bloomington, Ind.: Agency for Instructional Technology, 1991. (HV 851 B842)
Children Die, Too. Princeton, N. J.: Films For The Humanities & Sciences, 1990. (BF 575 G7 C55 1990)
Meeting the needs of children. Video. CA: Milan Herzog & Associates, SA Films, Inc., 1992. (HQ 769 M43)
Partnerships with Parents. Washington, D.C.: N.A.E.Y.C., 1989.
(HV 851 P37)
Silent Partners: Parents of Children in Three Types of Day Care. Ottawa: Social Sciences and Humanities Research Council of Canada, 1996. (HV851 P452)
Understanding Partnership With Parents. Winnipeg: Family Day Care Association of Manitoba, 1993. (HV 851 U53 1993)
Tuesday, August 02, 2005
CAE Summer 2005
Hi
Good morning
This morning we discussed the adult learner and how the outcomes should make the student ready for the work place.
I will look at The Parents Course with in the ECE program for my course out line.
Assiniboine Community College
http://www.google.ca/
http://www.childcareexchange.com/
Good morning
This morning we discussed the adult learner and how the outcomes should make the student ready for the work place.
I will look at The Parents Course with in the ECE program for my course out line.
Assiniboine Community College
http://www.google.ca/
http://www.childcareexchange.com/
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