Creating Family-Community Partnerships to Meet the Diverse Needs of Young Childr

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You are a teacher in a pre-school classroom for 4-year-olds.  Lucy, who
turned 4 in September, has been in your classroom for two months. She
cries for the first 30 minutes of each day and refuses to engage in
whole group activities, such as circle time or story time. Lucy says
that she hates school and wants to be at home with her mom and baby
sister. Last week she began hitting other children during outside play
time and filling her backpack with toys and books from the classroom
centers to take home. Her parents speak Mandarin Chinese and very little
English.

As Kostelnik, Soderman, and Whiren (2011) describe, the guidance
strategies that early childhood professionals use when children are
young, influence the attitudes and dispositions children carry with them
into later life.  Practitioners and family members who work together
create a strong foundation for developmentally appropriate programs for
young children. Using the family involvement strategies outlined in
Chapter 8 and the Child Guidance strategies outlined in Chapter 6,
describe a comprehensive plan to create a partnership with Lucy’s family
and to support and guide Lucy through her current struggles. Include at
least two strategies from at least three categories listed in Chapter 8
and at least two guidance strategies listed in Chapter 6. Describe the
reasons for choosing these strategies for Lucy and her family.

This article may be a useful resource to you as well: Six Types of Involvement: Keys to Successful Partnerships.

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