The Morningside Community Preschool (MCP) is housed on the bottom floor of a large Downtown business in a medium-sized city. The center's preschool program operates from 8am - 2pm, Monday through Friday. Before- and aft er-sc hool care is available. Many children are brought to MCP from the suburbs by family members who work Downtown.
Other children come from nearby neighborhoods that are close to the University, and are from both faculty and student families. The University attracts faculty and students from many places around the world. Approximately one-fifth of the children are on full or partial scholarships, and most live in one of two housing developments.
The preschool has four classrooms of 4-year-olds (56) and four classrooms of 3-year-olds (48). Each classroom has a Lead Teacher and an Assistant Teacher. Additional, staff provides care before and after the program day.
The Family and Community Engagement Task Force was established by the Director of Morningside Community Preschool amid growing concerns about a lack of interaction between the program, the families whose children attend the school, and the wider community. Program open houses have been poorly attended, and the relationships between staff members and families have been tenuous. In addition, when MCP faculty went into the community to seek raffle donations from local businesses, they discovered that many did not even know of the preschool's existence.
After sharing these insights and concerns with the Board of Directors, the Morningside Family and Community Engagement Task Force was established to address these and other issues. Comprised of the director, staff, family members, and local community leaders, the Morningside Family and Community Engagement Task Force has decided to identify research-based strategies to:
1) Engage more families in partnering with the school to foster children's healthy development and learning.
2) Build meaningful relationships with the community to promote positive outcomes for children and families.
The members of the Family and Community Engagement Task Force share a common vision: Children are best cared for when the adults in their lives engage in consistent dialogue. We have come together to draw on and utilize research-based strategies for better engaging families we serve and members of our community. The Task Force will present a series of recommendations for specific actions to the Board of Directors as well as rationales for these recommendations and the sources relied on to arrive at them.
Task Force Recommendations To Promote Family Engagement
research-based strategies to engage more families in partnering with our school to foster children's healthy development and learning:
Explain five research-based strategies for engaging families in partnering with our school to foster children ' s healthy development and learning. (2-3 sentences each)
1. The school presenting families the opportunity to make decision about their child's education with the teacher. The teacher and family come up with a strategic plan that they eel is best or the child.
2. The school giving families resources to make sure the child is learning not just at school. The activities could be done at home while giving the ami ya c ance to e invo ved in teac d.
3. Teachers giving the family opportunities to share information they know. For example, this could be information about the child's family allowing the teacher and parents to have a better understanding.
. Allowing the parents to have a say so in the entire program and not
·ust their child's personal educational goal. This could be a meeting hosted by the director and teachers, allowing the parents to speak and vote on changes.
5. Opening a line o communication or teachers and the children s families. This will allow parents and teachers to share needed
info rmat i
Why we chose these strategies:
Explain the rationale for choosing these particular strategies, including research-based evidence showing why these strategies can be effective in engaging families in school efforts to foster children's healthy development and learning. (1-2 paragraphs).
Researchers have proved that when you have children's families engaging with the school and their child's education, it shows improvement (Ernst, 2014). Typically, schools that involve the student's amily, are more success u with ac ieving academic goa s Ernst, 2014 .
- ose five strategies could also positively change a child's outlook on their education (Ernst, 2014). Lastly, these strategies could possibly lower poverty (Ernst, 201
Provide at least two citations with URLs that were the sources for the chosen strategies.
1. Ernst, J. D. (2014). The welcoming classroom: Building strong home to-school connections for early learning. Lewisville, NC: Gryphon House.
2. NAEYC. (n.d.) Principles of effective practice: Family engagement. Retrieved March 17, 2018 from https://www.naeyc.org/resources/topics/family engagement/principles
5. Development of culturally responsive program environment. Stakeholders should always learn from prior experience and situations
and create culturally diverse programs. ' ♦ A
Why we chose these strategies:
Explain the rationale for choosing these particular strategies, including research-based evidence showing why these strategies can be effective in helping build meaningful relationships with the community to promote positive outcomes for children and families. (1-2 paragraphs).
Family partnerships are important and help in creating meaningful relationships benefiting the children. This shows the role of parents in promoting positive outcomes for children. This is a good opportunity to close the gap that exists between the learning environment and the home environment. Children need to be exposed to similar environments in their early learning days to promote ease in understanding. Partnering with families makes parents aware of the
programs being offered and can clearly understand where they are needed to help. This -i=n,-=o-r=mation helps parents understand what the
child should learn when they are at home. This is key in building strong amilies and a better future for the community.
ommunity partnership is important in the learning process of a
child-. This shows the role of the community in promoting positive
outcomes for children. The cultural practices in a region are dictated by ne practices of the majority of people. Involving the community in the learning process makes everyone feel important and willing to take part in educating the young people for a better future. Learning institutions should work well with the community to end up benefiting everyone. Good relationships will promote quality engagements helping in ackling all the challenging situations (Oakes, 2017). Communities should make sure students are engaged in real work, help in developing competency in students, and define levels of leadership from which the students can learn from.
ommitted program leadership. This shows the role of leadership in promoting positive outcomes for children. This is a process quality r, at refers to the interaction between students, staff, parents, and community who are key in the learning process, development, and well-being of a child. Having good leadership is important because it leads to a sustainable quality learning process. Teachers and schools should be in the frontline to guide the community and parents on what is nee e in creating af ut ure for the children.-rf r ect ive ea ers 1p should be associated with key skills like patience, organization, and lexibility.
Home learning activities should be considered. Parents should stand to be the primary resource for the child's education. Home learning activities are important because they make the child have a positive mind at school. This breaks the gap that exists between the school environment and the home environment. Teachers should also be involved in developing the willingness of parents in promoting home learning. This should be associated with proper communication and allocation of all the needed resources in implementing the program.
Developing a culturally responsive learning environment is an important strategy. This shows the role of culture in promoting positive outcomes for children. This can be drawn from early experience in a raditional American school. We are living in a multicultural society that should be guided by great respect or everyones culture. Stakeholders should be culturally responsive which should involve the use of cultural knowledge and proper understanding of the student diversity. This information is critical in making the educational programs offered re evant to everyone U. S. Department o Hea t an Human Services, 2015). Creating a culturally responsive environment is a good strategy because it assists in learning about the behavior of children, do interviews with all new students, helps in the delivery of different content in class, and integration of relevant word problems.----.
Provide at le asitlllit at ions with UR Ls that were the sources for the chosen strategies.
1. Oakes, J. M. (2017). Community Schools: An Evidence-Based Strategy for Equitable School Improvement. National Education Policy Center. https://eric.ed.gov/?id=ED574713. https://eric.ed.gov/?id=ED574713
2. U.S. Department of Health and Human Services. (2015). Best practices in family and community engagement video
series [Multimedia file]. Retrieved from https://eclkc.ohs.acf.hhs.gov/community-engagement/article/best practices-family-community-engagement-video-series
3. Weiss, H. B. (2017). Family Support and Education Programs: Working Through Ecological Theories of Human Development: Taylor & Francis Group. Taylor & Francis.
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This is a great start to your strategies in this section. What does the research say, that supports these thoughts? Per the rubric, students are to "accurately and completely explain research-based strategies, correctly citing sources" in order to meet the requirements for this part of the assessment.
Great job with this rationale! It sounds like you have a good understanding of why these strategies are important.
These are awesome sources and you supported both your rationale very nicely with information from them.
Please use information from each of these to support your strategies in this section of your assessment.
Again, you have a great start to these strategies as well, but they need to be supported and cited. What does the research say, that supports these thoughts? Per the rubric, students are to
"accurately and completely explain research-based strategies, correctly citing sources" in order to meet the requirements for this part of the assessment.
This is a wonderful rationale! You have fully explained why it would be important to foster good relationships with the community, in order to bene?t the children. Excellent work!
Again, more great sources you have used, in order to support your ideas with research- based evidence, in your rationale.
Please use these sources to add support to your strategies in this section of your assessment.