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Family and Community

Family and Community. Within Early Childhood Education. By Roseanne Pickering – EPS 6922 – 2011. Importance of Family. Safe Environment. UNCONDITIONAL LOVE. Sharing and Caring. Belonging. Strength. Support. Secure. Commitment. Contributing. Routines. Happiness. TOGETHERNESS.

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Family and Community

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  1. Family and Community Within Early Childhood Education By Roseanne Pickering – EPS 6922 – 2011

  2. Importance of Family Safe Environment UNCONDITIONAL LOVE Sharingand Caring Belonging Strength Support Secure Commitment Contributing Routines Happiness TOGETHERNESS Helping hands Fun & Excitement

  3. Importance of Family ContributionIn the Early Years Love Foster Development Set Routines Behavioural Expectations Foundational Learning Culture Social Skills Well-being Beliefs Influencing Children’s Learning and Development

  4. Importance of Including Family and Communitywithin the Early Childhood Centre Contribution Culture Social Connections Belonging Communication Empowerment Relationship Support Inclusion Awareness Learning opportunities Making connection

  5. Biblical Perspective of the Value and Role of Family in ECE Seeking Encourage Worship in Generations Blessed Heritage Working Together Two Are Better Than One Love Boundaries Fruits of the Spirit Children As AGift Honour and Obeying

  6. Philosophy of Túrangawaewea • Tauranga (Standing Place) Waewae (Feet) Translated as ‘a place to stand’. • A place where “we feel especially empowered and connected...our foundation, our place in the world, our home.” (Kirkwood, 2000) • Te Whaariki: “Children and their families feel a sense of belonging...[They] experience an environment where: connecting links with the family and wider world are affirmed and extended; they know they they have a place” (MOE, 1669)

  7. Influence of Family and The Local CommunityWithin the ECE Setting • Te Whaariki – knowledge about the features of the area of physical/spiritual significance of the local community. (MOE, 1669) • Influences on the different cultures and customs that may be played out within the day to day running of a center. • Influence of curriculum topics studied. *Opportunity to learn customs, language, foods, games, arts including dance and song.

  8. Reference List: • Amituanai-Toloa, M. (2009) Sao fa’alalelei: “Before you were born I knew you” – Respecting the born and unborn. The First Years: Nga Tau Tuatahi. New Zealand Journal for Infants amd Toddler Education, 11(2), 5-8. • Green, A. J. (2001). Collaborative communication for parent partnership. Christian Early Education, 2(1), 9-12. • Ministry of Education. (2006). Te Whaariki: He Whaariki maatauranga mo nga mokopuna o Aotearoa/Early childhood curriculum. Wellington: Learning Media • Okagaki, L., & Diamond, K. E. (2000). Responding to culture and linguistic differences in the beliefs and practices of families with young children. Young Children, May, 74-80. • Simmons, H., Schimanski, L., McGarva, P., Haworth, P., & Cullen, J. (2007). A bilingual interculture setting – what have we discovered? In A, Maede (Ed.), Cresting the waves: Innovation in early childhood education (pp. 36-70).Wellington, NZ: New Zealand Council for Education Reasearch. • White, J., & Miller, D. (2006). Using the Knowledge base about family and community influences on child outcome. New Zealand Journal of Teacher’ Work, 3(2), 66-79.

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