The NAEYC Standard 7 Reflective Statement
The National Association for the Education of Young Children (NAEYC) emphasizes on the establishment of collaborative and constructive relationships with children's families to promote each child's overall development (NAEYC, 2018). Notably, the association takes into account learner's social background such as language, family composition, and culture. The standard also emphasizes that teachers should implement programs that foster mutual respect and trust, encourage, and involve families in their children's academic development (Abdullah, 2009). Teachers and families discuss the social and educational well-being of their students to assist elementary teachers in the development of student-based programs.
The Significance of the NAEYC Standard 7
As a teacher, the NAEYC standard 7 provides a perfect rationale, which one can use to a suitable teaching program that caters for both academic and community life of a student. Notably, only through such collaborations that teachers can identify the multicultural background of their learners (Abdullah, 2009). As a result, educators can integrate their activities with learners' background fully. In this case, a teacher uses information gathered from family-teacher involvement to aid in creating an all-around child who is not only competent in academics but also in societal development.
In the past years, I have put in place imperative teaching activities and programs that facilitate my good relationship with student families. Firstly, I engage learner's families in identifying their social backgrounds to tailor my teaching practices to each child's needs. In this case, I involve families in cultural practices such as storytelling, concerts, and cultural events that help me honor diversity in the classroom. I acknowledge that social interactions influence children's metacognitive development; therefore, as a teacher, using family support, I can promote positive social cognitive growth for the learners. Secondly, I encourage parents to participate in all their children's extracurricular activities to learn how emotionally and socially support their children from an early age.
The NAEYC Standard 8 Reflective Statement
The NAECY standard eight proposes that early childhood education centers should utilize community-based resources to facilitate the development of children's learning and fulfill their interests and those of their families (NAEYC, 2018). The situation is achieved through constructive relationships with the children's communities. Educators can utilize resources such as museums, libraries, parks, and zoos. Additionally, the standard allows various members of the community to share their knowledge and talents as a form of entertainment and learning in childcare centers (Jacobson, 2009).
The Significance of the NAEYC Standard 8
The standard promotes the creation of a healthy relationship between community agencies and schools. Moreover, through talent and skill sharing such as musicals, children can identify their abilities at a tender age; thus, they get adequate time to develop them (Jacobson, 2009). Additionally, the community groups supplement early childhood programs with resources that enhance learners' metacognitive growth. Imperatively, by connecting families and community resources, parents can identify suitable entertainment and learning activities for their children such as visiting museums, parks, and taking them to municipal libraries. The above activities are necessary to foster a familial bond that is essential for a child's health.
In the implementation of the standard, I take my students on regular field trips to visits entertainment parks and museums. I have also created a mutual relationship with library owners in the state, who facilitate student's reading sessions. Secondly, I have included a family fun day in my teaching extra curriculum activities. During this day, families, community leaders, local artists, and families join children for entertainment and talent shows. The practice allows children to bond with the neighboring community and utilize available resources to identify and develop their talents abilities.
Abdullah, A. C. (2009). Multicultural education in early childhood: Issues and challenges. Journal of International Cooperation in Education, 12(1), 159-175.
Jacobson, L. (2009). Pursuing NAEYC Accreditation: Teachers' Perspectives. YC Young Children, 64(5), 72.NAEYC. (2018). The 10 NAEYC programs standards. Retrieved from https://www.naeyc.org/our-work/families/10-naeyc-program-standards
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