Successful home-school-community partnerships involve all stakeholders and give them an equal voice in the decision-making process. The compare and contrast of Head Start and Reggio Emilia approaches from Task 3 & 4. COMPARE Task 3: List the ways families can become involved in school. Task 4: List ways families become involved in learning activities at home. The Head Start and Reggio Emilia approaches have respect for teacher, children, families, and community through school and home. They have the children become active learning with parent as partner, observe, learner, and support from their children’s learning. They engage families in planning activities and learning experiences in their home for their children that work in innovative, …show more content…
Task 4: List ways families become involved in learning activities at home. The families can help with learning like homework. The families can ask for extra work to help their children learning. The families can take the children for check-up and doctor appointment. Discuss the benefits and challenges of your selected approaches to ECEC. The Head Start benefits are from the teacher, families, and children learning. The families become partner with the children learning to engage, observe, and support it. The families can learn if the children have a disability or a different learning style. The children receive dental checkup and healthy eating pattern. The families can learn more about the children learning and something they did not know. The children will learn any development at Head Start. The challenges of Head Start have to find and get more resource to help the children’s learning. Head Start finding more ways the get families involve and participating with their children learning. The Reggio Emilia benefits for the right of the teacher, families and all children learning. It encourages collaborative environment and learning experience. The Reggio Emilia’s is challenge in collaboration relationships with project working with children with
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They provides physical need and healthy and safe environment for those babies and children who come to the nursery (Macleod et al, 2004). Through the practitioner, the agency ensure that every child is safe, healthy, with economic wellbeing, and positive contribution under my
Acknowledge and draw on parental knowledge and expertice in relation to their child. Focus on the children 's strengths as well as areas of additional need. Recognise the personal and emotional investment of parents and carers and be aware of their feelings. Ensure that parents and carers understand procedures, are aware of how to access support in preparing their contribution and are given documents to be discussed well before the meeting. Respect the validity of differing perspectives and seek constructive ways of reconciling different viewpoints.
This article relates to the sixth principle of family impact checklist of, Support of vulnerable families, because as stated in the article, “Head Start is the largest publicly supported child care program in the United States and is targeted to low-income children, as well as children with disabilities, both groups at high risk for maltreatment” (Zhai, Waldfogel, & Brooks-Gunn, 2013). Head Start is focused on low-income families who can and are classified as vulnerable thus showing a relationship between Head Start and the sixth principle of the family impact checklist. Another two principles this article/organization relates too are: Family support and responsibility and Family involvement and inter-dependence. As it states in the article, “Head Start also promotes parental involvement and parent education” (Zhai, Waldfogel, & Brooks-Gunn, 2013). It relates to family support and responsibilities because it is providing support and education not only for the child but also for the parent(s).
Head Start programs advocate for the education of children. They stress their school readiness program by claiming it enhances children 's social and cognitive development, through the provision of educational, health, nutritional, social and other services. Head Start also advocates for the idea of family support. This program supports this idea by providing services for eligible adults and families including health and nutrition programs, mental health programs, parenting programs, relationship programs, and financial education programs. Head Starts also has a strong dedication in building a healthy community.
DEVELOPING HEAD START IN OUR SCHOOL U.S. Department of Health and Human Services’ Administration for Children and Families has released improved Head Start Performance Standards. This is the first comprehensive overhaul of standards since they were first published. Both the early education landscape and our knowledge of the science of early learning have changed vividly in the last half century. Change and common core performance standards were sorely in need of modernization.
A. 1. Partnerships with families and communities support shared responsibility for children’s learning, development, and wellbeing. – I believe this is a breach of the code because knowing that children can understand this sort of negativity can cause them to have set backs which would not honour the parent’s wishes or the child’s development. 2. Respectful, responsive, and reciprocal relationships are central to children’s education.
Head Start incorporates the whole family and believes that the parent needs to be involved in the care of the children. When I think of this in the relationship to the classroom this is why I think continuity of care is so important. “Continuity of care means that children and their caregiver remain together for more than
Hoa Nguyen Sociology Abecedarian Project In 1965 President. Johnson signed The Economic Opportunity Act, an intervention to assist the nations highly advantage children in their education, health, nutrition and social services. Programs such as Head Start was developed by experts in psychiatry, medicine and education by altering the cycle of poverty, their goal was to transform lives and redefine young future.
The activities allows children to obtain prosocial behavior, new subjects, and essential skills that could be used on a daily basis. The program
In Reggio Emilia approach, there are many strengths as it supports children that a child’s image is viewed as having rights and not just needs and child has been viewed as beautiful, competent, powerful, curious, creative as well as full of ambitious desires and potentials. In addition, it supports children’s individual differences and needs, documentation that Reggio teachers collect about their students and a mix of long- and short term projects which provide students with a deeper understanding of the subject matter. While the strength in Montessori curriculum is children are 5 prepared for the real world, where they work side by side with people of all ages, they develop self-discipline, independence and analytical thinking, all materials in a Montessori classroom have a proper place, and it is the responsibility of each student to properly store their materials when they are done to maintain order, independence is greatly emphasized and focuses on individual intelligences. The weakness point in Montessori and Reggio Emilia Curriculum: There are some weakness point in Reggio Emilia approach such as this approach puts a lot of emphasis on the importance of large space as is considered educational, Reggio Emilia schools are found in wealthy countries and are attended by children from wealthy families while the poor cannot opt for the Reggio Emilia approach, public schools get limited funding while private schools mostly focus on results and not process and also the
According to Epstein's theory, all six of these types of inolvement are likely to lead to successful partnerships between parents, school and community. The categories can also be subsumed into three broader categories: Home-based involvement, school-based involvement and home school communication (Fantuzzo,
As a teacher, it is my responsibility to share information on the development of the child and have a clear and constant flow of dialogue with the family. This will enable both parties to deal with any issues that may arise within the family, school or community. It also my belief that parents should have an active part in their child’s learning and be able to lend a hand whenever necessary, and having open communication with them will allow this transparency and connection between home and school. The community is vital in ensuring that the facilities around the community and school is appropriate for the different children and families to live in and grow. A very good example of this successful collaboration is the Reggio Emilia approach in Italy.
Based in the NAEYC standers: Reggio Emilia approach supports a Child Approach in that a child’s image is viewed as having rights and not just needs, child has been viewed as beautiful, competent, powerful, curious, creative as well as full of ambitious desires and potentials, supports children’s individual differences and needs, documentation that Reggio teachers collect about their students, and mix of long- and short term projects which provide students with a deeper understanding of the subject matter. While in Montessori standers include mission and vision: The school’s vision is consistent with the Montessori philosophy of facilitating the student’s development of full potential, governance, leadership, and continuous, improvement: