educ 1006: child, family, and community relationships week three


Last week, you explored a variety of influences on parenting practices and styles, including instances when children are subjected to maltreatment defined as: “intentional harm to or endangerment of a child” (Berns, 2013, p. 144). This week, you focused on the role of early childhood programs in the lives of young children and families. One responsibility of early childhood educators, as well as any professional who works with young children and their families, is to be aware of requirements for responding to suspected child maltreatment and to support children and families to try to prevent child maltreatment. This Action Plan will help you gain information and ideas to do both.

Action Plan Professional Scenario: Imagine that you are an early childhood professional who has recently moved to the state where you are currently working. You know that it is your responsibility to be aware of state child maltreatment regulations. You also want to be prepared to recognize, intervene, and if at all possible, try to prevent child maltreatment.

Before you create your Action Plan together, consider:

  • What you need to know about mandated reporting procedures in your state
  • What ideas and advice from experts can be useful in supporting children who may be at risk for abuse or are victims of abuse, as well as nonabusive adults in a household
  • What you must do in terms of reporting suspected abuse and what you realistically can do to help a child and family

Follow these steps to create your Action Plan.

1. What You Need to Know: Learning About the Reporting Procedures in Your State

States vary in detailing “mandated reporters” as well as official procedures for reporting. Visit the Child Welfare Information Gateway Web site to find out the regulations in your state*:

State Guides and Manuals Search
https://www.childwelfare.gov/topics/systemwide/sgm/

At this site, click on your state, then click on the URL. Take notes on the following:

  • The “mandated reporters” in your state (if your state has many mandated reporters, list those who work or interact with young children and note there are “others” as well)
  • The official state procedure for reporting child maltreatment

*If you are unable to locate information for your state at this Web site, check your state board of education’s Web site, or do a Web search, for specific guidance and requirements for reporting child abuse in your state.

2. Ideas and Advice: Checking Resources

According to the NAEYC, early childhood educators are in a unique position to support children and families and, through these efforts, play a critical role in addressing the needs of children who are at risk for abuse and neglect.

Review the “Supporting Parents and Preventing Child Maltreatment” article.

Supporting Parents and Preventing Child Maltreatment (PDF)

https://class.waldenu.edu/bbcswebdav/institution/USW1/201870_05/BS_BSCD/EDUC_1006_WC/artifacts/SuppParentsPrevMal.pdf

Also review at least one other of the following resources.

Helping Children Thrive: Supporting Woman Abuse Survivors as Mothers (PDF)
Review the “For Service Providers” sections (see the Index for pages).
https://class.waldenu.edu/bbcswebdav/institution/USW1/201870_05/BS_BSCD/EDUC_1006_WC/artifacts/HelpChildThrive.pdf

Promoting Effective and Nurturing Parenting (PDF) 

https://class.waldenu.edu/bbcswebdav/institution/USW1/201870_05/BS_BSCD/EDUC_1006_WC/artifacts/PromotEffect&NurtParent.pdf

Building Circles, Breaking Cycles—Preventing Child Abuse and Neglect: The Early Childhood Educator’s Role (PDF) https://class.waldenu.edu/bbcswebdav/institution/USW1/201870_05/BS_BSCD/EDUC_1006_WC/artifacts/BuildCirclesBreakCyc.pdf

Take notes on specific ideas and strategies that you, as an early childhood professional, would feel comfortable with and capable of using with children and families.

3. Taking Action: Addressing Child Maltreatment to Support Children in Need

With knowledge and ideas in hand, you’re ready to take action. Organize your Action Plan in two parts, to ensure you cover your two key roles—as a mandated reporter if you suspect abuse, and as an advocate concerned with the well-being of the children and families with whom you work.

Part I: How to Report Suspected Child Abuse in [Your State]
In your own words, explain the procedure for reporting suspected child abuse in your state. List the following:
Criteria to use for determining when abuse may be present and a report must be made
Steps to follow in making a reportPart II: Strategies for Helping Children and Families
Based on the resources, think about the kinds of needs families that have experienced abuse or are at risk for abuse may have in each of the following areas:
Knowledge of child development and positive parenting practices
Information on available community resources
Reassurance for children and nonabusive parentsThen, for each area, explain:
A specific need that a parent or child may have
Two specific strategies or suggestions you could use or recommend for addressing that need

As you write your plan:

  • Choose strategies that you as an early childhood professional would have the skill and influence to implement.
  • Think about how you present ideas and suggestions to families. Be supportive and nonjudgmental in the language you use.

Assignment length: 2–3 pages



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Week 1 discussion 1 strength oriented action | EDU 635 Community & Youth Development | Ashford University


  

This week’s readings focus on the importance of the ‘culture shift’ that needs to take place in our communities in order to begin an asset-building initiative. Using your critical thinking skills, respond to the following questions:

  • What do the terms ‘strength message’ and ‘strength-oriented action’ mean?
  • What evidence do you see of this concept played out in your local school or organizational setting?
  • What about in your community?
  • What do you see as the predominant role of adults in your community? Are they more focused on strength or risk and deficits? Do they provide relationships and programs, or just programs?

Include two or three specific actions that you consistently practice, or could immediately incorporate into your daily routine, to support a “strength-oriented action” culture. If you get stuck, you may want to refer to the “Ask Yourself These Questions First” on Tip Sheet #1 located in the required reading for the week.



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Think about disasters your community has or could potentially face


 

Discussion Question

Think about disasters your community has or could potentially face. Now, think about how your community is helping its members prepare.

  1. Explore your community and find an advertisement that represents helping community members be prepared for a disaster.

COVID 19 TESTING AND VACCINATION

  • Examples could be a billboard, poster at a bus stop, marquee sign, flyer, yard sign and more. Example: Sign advertising ‘free’ flu vaccinations at a local pharmacy.
  1. Upload that picture into the discussion.
    • To have it display in your post:
      1. Click the embed image (looks like a picture of a mountain),
      2. Choose upload image from the drop down arrow
      3. Click on the Upload Image (rocket ship) icon
      4. Click on the image you want to display
      5. Choose Open
      6. Click Submit
  2. Describe the message the advertisement is conveying.
    • Describe how the message impact preparedness.
  3. If you cannot find any advertisement in your community, https://keenwriter.xyz/uncategorized/think-about-disasters-your-community-has-or-could-potentially-face/  describe a type of advertisement for disaster preparedness you think would be most beneficial to your community and how it would be best conveyed.
  4. Next, identify one community setting that is impacted by the disaster advertisement you shared
    1. Settings:
      • Correctional facilities
      • Home health
      • Schools
      • Forensic areas
      • Hospice
      • Faith communities
      • Occupational health
  5. Analyze at least one nursing role (refer to Week 6 lesson) related to disaster preparedness in that setting. Example: In the school setting, what actions and interventions would be involved with the nurse as coordinator of disaster preparedness?
  6. Identify at least one key stakeholder related to the setting that a CHN could collaborate with regarding disaster preparedness. Include why this collaboration is important.

Your discussion post should look like:

  • Uploaded picture
  • Paragraph one: Describe the message the advertisement is conveying and how the message impact preparedness.
  • Paragraph two: Identify one community setting that is impacted by the disaster advertisement you shared. Analyze at least one nursing role related to disaster preparedness in that setting.
  • Paragraph three: Identify at least one key https://keenwriter.xyz/uncategorized/think-about-disasters-your-community-has-or-could-potentially-face/  stakeholder related to the setting that a CHN could collaborate with regarding disaster preparedness. Include why this collaboration is important.
  • Resources: Where did you find your data?



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This document includes 4 assignments: 2 discussions, 1 journal, 1 | EDU 617 School, Family & Community Partnerships | Ashford University


 

  1. Week 3 – Discussion 1

No unread replies.No replies.

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

PartnershipsDiscern what Hjalmarson (2011) means when she states, “Rather than expecting parents to adapt to us, we need to create a parent involvement system that meets parents’ diverse needs” (p. 45).

Do you recall, as a K-12 student, certain educators who provided leadership in partnership activities?  Please give specific examples about those partnerships.  Describe those partnerships.  How did they impact your educational experience? Respond to at least two of your classmates’ posts. 

 2. Week 3 – Discussion 2

No unread replies.No replies.

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

Leadership Roles Who should take the leadership role in organizing outreach programs to the parents, the family, and the community?  What specific strategies would you employ? Respond to at least two of your classmates’ posts. 

 

Week 3 – Journal

3. Epstein’s Six

Using the Journal tab, reflect and respond to the following question:

Thinking about the readings and your authentic personal experience, based on Epstein’s six types of involvement interactions, which ones have you observed?

Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your journal entries.  (Links to an external site.)Links to an external site.

4.  Week 3 – Assignment  Exploring the Role of Parents

Effective parent-school relationships begin with classroom teacher and individual parents. While parents clearly know their children best, as education professionals, classroom teachers need to take the lead in establishing and maintaining these relationships. Moreover, the most effective relationships take the form of a partnership between parent and teacher/school. This partnership arrangement is of the most benefit to the student.

In a two- to five-page paper (not including the title page and reference page), describe the steps necessary to establish and maintain an effective parent-teacher relationship through addressing the following:

  • Describe the role of parents and teachers in developing and utilizing an effective parent/teacher relationship. 
  • Explain how each party knows whether or not the relationship is effective, including criteria used to determine this. 
  • Describe how students benefit from this relationship. 

Be sure to include at least three scholarly sources (not including your textbook), cited and referenced according to APA as outlined in the Ashford Writing Center, to support your ideas.

Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment. 



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reflections on school, family, and the community


 What are my Reflection on School, Family, and the Community?

This course is engaged in community learning.  It is my hope that you share your most salient learning in terms of equitable school-family-community (SFC) engagement.  Some areas to consider but not inclusive: (1) What surprised you the most?, (2) What practice will you engage in first?, (3) What barriers do you see in equitable engagement of SFC?, and (4) How will you overcome current school culture of engagement?

You should write and original critical response that is reflective of graduate level writing.



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Teacher: family and community homework assignment


Due tonight before 10 pm Arizona time……

Part 1: Family and/or Community Assignment (attached)

Research and develop a homework assignment/learning activity for the content area that will engage the family and/or community.

Your homework assignment/learning activity should include:

  • Learning objective:  Students will describe the effects of translations on two-dimensional figures using coordinates and be able to teach a family member the procedure.     
  • In 100-250 words, describe the homework assignment/learning activity, and how the assignment/learning activity engages the family and community.
  • Detail how family and/or community can be involved in establishing a positive learning environment, describing collaborative strategies.

Part 2: Reflection

In 250-500 words, summarize and reflect on the homework assignment/learning activity that engages family and/or community.

Address the following:

  1. Methods to communicate with families and other stakeholders about the needs of students.
  2. Challenges teachers face when creating a homework, and activities that engage family and/or community.
  3. The importance of engaging family and community in students’ education.
  4. How you will deal with concerns or issues with parents and the possible solutions to support positive collaboration.

Support your findings with a minimum of three scholarly resources.



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Leadership challenges in community colleges


400-500 words

Every leader is faced with a challenge at some point in their career. In this question, respond to the following case scenario to address the challenge outlined. Answer the questions from the perspective of a college leader. Has your institution ever dealt with a similar situation?

Case Scenario

The chair of your college’s counseling department informs you that she has heard that high school counselors are telling juniors and seniors not to consider attending a community college. She tells you that high school students are being told that community colleges are low‐class institutions for losers. If students cannot be accepted by a major private university, they are told to apply to the nearest state university and to stay away from the local community college. High school publications indicate that 25 percent of graduating seniors are accepted directly into universities. No mention is ever made of how many graduates attend the local community college.

What issues does the scenario create? What leadership competencies are involved? Who should be involved in addressing the situation? What actions would you take? Are there lessons to be learned? (Boggs & McPhail, 2016, p. 12).

Reference

Boggs, G., & McPhail, C. (2016). Practical leadership in community colleges: Navigating today’s challenges. Hoboken, NJ: Jossey-Bass.



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educ 1006: child, family, and community relationships discussion


Discussion: What Builds Healthy Self-Esteem?

Positive self-esteem helps children succeed in school and in life. Your course text discusses the ways that family, school, peers, mass media, and community act as socializing agents that can influence the development of self-esteem. To explore the topic of self-esteem further, review the “Influences on the Development of Self-Esteem” section of your text (pages 442-446). Also review the article by early childhood authority Lilian Katz, “How Can We Strengthen Children’s Self-Esteem?”

As you review these readings, consider the following:

  • How socializing agents can influence the development of children’s self-esteem both positively and negatively
  • The relationship between praise and self-esteem
  • Strategies that resonate with you for supporting children’s developing self-esteem

Next, read the following scenario and reflect on the influence of self-esteem on a young child’s social, emotional, and cognitive development:

Four-year-old Simone always seems willing to go along with what other children want to do but is usually timid about suggesting ideas or helping to solve problems in play scenarios. Her teacher notices that the other children let her join in, but give her the least interesting roles in dramatic play or “jobs” to do in projects that call for group effort. In turn, Simone often tires of the play quickly and wanders off by herself. During the day, Simone looks for frequent reassurance from adults in the room. Whether she’s painting a picture or working on a block building, she wants to know if she is “doing it right” and gets anxious when her efforts aren’t praised. In the mornings when Simone’s mother brings her to school, she is busy with Simone’s infant sister and so doesn’t have time to stay. A neighbor who picks up her own child in the afternoon, picks up Simone as well. Simone’s father, who works at a local “big-box” store has yet to bring Simone to school or visit. Developmentally, Simone seems in the normal range, but her teacher is concerned about how she will do next year in kindergarten, when she will be in a much larger class than her preschool group and there will be added demands on Simone.

By Day 3

With this scenario in mind and drawing on the expert information in the readings, post responses to at least two of the following:

  • Provide any insight you have regarding Simone’s self-esteem and explain your reasoning.
  • Explain your views on the role of self-esteem in a child’s healthy development.
  • Suggest two ideas that you would use as an early childhood professional to promote the development of Simone’s self-esteem and explain your reasoning.

Required resources

Berns, R. M. (2016). Child, family, school, community: Socialization and support (10th ed.). Stamford, CT: Cengage Learning.
Chapter 11, “Emotional and Cognitive Socialization Outcomes” (pp. 424-447)
Chapter 12, “Social and Behavioral Socialization Outcomes” (pp. 452-457, read up to “What theories explain the development of altruistic behavior?”; pp. 471-492, read from “Morals” to “Mass Media”)
Review Chapter 3 (pp. 91-97, review from “Divorce and the Law” to “Kin Custody”)

Article: Katz, L. (1995). How can we strengthen children’s self-esteem? Retrieved from https://www.birdvilleschools.net/cms/lib2/TX01000797/Centricity/Domain/2082/strengthen_children_self[1].html



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Nonverbal communication ted talk | speech1311 | Dallas County Community College District


Watch the video and answer questions https://www.youtube.com/watch?v=Ks-_Mh1QhMc&feature=emb_title

1/Describe in detail a “power pose” that a confident student might demonstrate in class. 

2/Describe in detail a “powerless pose” that a not-so-confident student might demonstrate in class.

4/What is the length of an effective Power Pose?

5/The Power Pose represents what type of nonverbal communication detailed in Chapter Six of our textbook, Understanding Human Communicaiton?

6/According to Dr. Cuddy, what nonverbal sign do runners typically display when they cross the finish line?

7/Describe what Dr. Cuddy means by the statement, “Fake it till you make it.”

8/Describe one way you plan to use a Power Pose to your advantage in this communications class.

9/Describe one way you plan to use a Power Pose to your advantage in your personal or professional life.

10/With whom (friend, work colleague, family) do you want to share this knowledge? Why?



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