SMC Psychology Working with Infants and Toddlers Discussion

SMC Psychology Working with Infants and Toddlers Discussion

Sample Answer for SMC Psychology Working with Infants and Toddlers Discussion Included After Question

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Infant/Toddler Caregiving A Guide to Creating Partnerships with Families Second Edition Developed collaboratively by the California Department of Education and WestEd Sacramento, 2010 Infant/Toddler Caregiving A Guide to Creating Partnerships with Families Second Edition Developed collaboratively by the California Department of Education and WestEd Publishing Information Infant/Toddler Caregiving: A Guide to Creating Partnerships with Fami­ lies (Second Edition) was developed collaboratively by the California Department of Education (CDE), Child Development Division, and the WestEd Center for Child and Family Studies. The publication was edited by John McLean, working in cooperation with Tom Cole and Lisa Duerr, consultants, CDE Child Development Division. It was prepared for print­ ing by the staff of CDE Press: Cheryl McDonald created and prepared the cover and interior design; Jeannette Reyes typeset the document. It was published by the California Department of Education, 1430 N Street, Sacramento, CA 95814-5901. The document was distributed under the provisions of the Library Distribution Act and Government Code Section 11096. © 1990, 1996, 2005, 2010 by the California Department of Education All rights reserved First edition published 1990 under the title Infant/Toddler Caregiving: A Guide to Creating Partnerships with Parents. Reprinted 2005 as Infant/Toddler Caregiving: A Guide to Creating Partnerships with Families. Spanish edition, Una guía para establecer relaciones de colaboración con las familias, published 2006. ISBN: 978-0-8011-1705-3 ISBN (2006 Spanish edition): 0-8011-1615-5 Ordering Information Copies of this publication are available for sale from the CDE. For pric­ ing and ordering information, see the Educational Resources Catalog at http://www.cde.ca.gov/re/pn/rc, or contact the CDE Press Sales Office at 1-800-995-4099 (toll-free). The catalog describes numerous publications, DVDs, and other instructional media available for sale from the Depart­ ment of Education. Notice The guidance in Infant/Toddler Caregiving: A Guide to Creating Partner­ ships with Families (Second Edition) is not binding on local educational agencies or other entities. Except for the statutes, regulations, and court decisions that are referenced herein, the document is exemplary, and com­ pliance with it is not mandatory. (See Education Code Section 33308.5.) ii Contents A Message from the State Superintendent of Public Instruction v Acknowledgments vii Introduction 1 Section One: Establishing Partnerships 3 Two-Way and Multiway Communication 4 Initial Contact with the Program 4 The Entry Process 7 Setting the Stage for Developing Trust in Relationships 11 Questions to Consider 13 Suggested Resources 14 References 16 Section Two: Sharing Information with Families 17 A Positive Program Atmosphere 17 Communicating the Program’s Philosophy and Practices 18 Brochures 19 A Handbook for Families 20 Conferences and Meetings 23 Effective Ways to Share Information 24 Questions to Consider 25 Suggested Resources 25 Section Three: Preparing Together for Separations 28 Understanding the Concerns of Family Members 28 Working Together to Ease the Separation for the Child 30 Role of the Program 32 Helping Families That Have Conflicting Feelings 36 Questions to Consider 36 Suggested Resources 36 Section Four: Working with Families in Their Cultures 39 The Power of Culture 39 Supporting Children’s Connections to Family and Culture 39 Differences Within Cultures 41 Concepts of Independence and Interdependence 42 When Differences Cause Discomfort 43 Families That Come from Difficult Circumstances 44 Ways to Help Families Feel at Home 45 Culturally Based Issues That Arise in Child Care 45 The Opportunities of Diversity 49 Questions to Consider 50 Suggested Resources 50 iii Section Five: Listening and Responding to Families Active Listening 56 Self-Awareness When Relating with Others 59 Addressing Differences 62 Questions to Consider 66 Suggested Resources 67 56 Section Six: Family Participation in the Program 70 Setting the Stage for Family Involvement 70 Opportunities for Family Participation 72 Questions That Family Volunteers May Have 76 Teenage-Parent Participation 78 Involving Grandparents and Other Family Members 79 Questions to Consider 80 Suggested Resources 81 Section Seven: Conducting Business with Families Planning for Financial Returns 84 Legal Issues 85 Recordkeeping 86 Common Business Issues 86 Assistance with Business Operations 87 Questions to Consider 88 Suggested Resources 88 84 Section Eight: Supporting Families Under Stress 90 “Hurry Sickness” 90 Tight Budgets 91 Family Concerns About Their Child’s Development 92 Worries About the Child Care Situation: Understanding, Competence, and Honesty 95 Family Crises 96 Agencies Helping Families 97 Caring for Infant Care Teachers 98 Questions to Consider 99 Suggested Resources 99 References 101 Section Nine: Addressing Difficult Issues 102 Minor Injuries and Illnesses 102 Concerns About Health and Development 103 Behavioral Issues 105 Dealing with Mistreatment of Children 109 Questions to Consider 112 Suggested Resources 113 Appendixes 117 A. Family-Centered Care 118 B. Sample Family–Infant Care Program Agreement 120 C. Sample Questions for Families at Time of Enrollment 124 D. Protective Urges: Working with Caregivers’ Feelings 125 E. Protective Urges: Working with Parents’ Feelings 128 iv A Message from the State Superintendent of Public Instruction s families increasingly rely on child care outside the home to meet the demands of work and school, many more infants and toddlers spend significant amounts of time in child care settings. It is more critical than ever for our youngest and most vulnerable children to receive care that is safe, healthy, and that nurtures their optimal growth and development. When families enroll their infants and toddlers in high-quality programs, they enter into partnerships that are responsive to the develop­ mental needs of their children. High-quality programs work closely with family members to provide children with environments, materials, and relationships that enrich learning and development. During the past 25 years, the California Department of Education and WestEd have collaborated to create the Program for Infant/Toddler Care (PITC), a state-of-the-art training system with a comprehensive library of resource materials. These PITC resources help infant care teachers and providers implement high-quality, relationship-based care in child care centers and in family child care homes. A central, guiding principle empha­ sized throughout these PITC resources is the importance of family involvement, starting in infancy and continuing through the school years. This second edition of Infant/Toddler Caregiving: A Guide to Creating Partnerships with Families provides both vision and practical guidance on developing partnerships with families. It encourages staff members to share information, build trust, address concerns, and create a positive atmosphere in which parents and family members feel welcome and involved in program activities—and in the process of making important decisions about their children’s care. Special attention is given to issues that may cause tension for caregivers and family members, including attachment and separation, family stress, and caregiving preferences. Our children’s future is our future, and the benefits of helping families start their children on a path to success will extend to our communities and our state. I encourage child care programs to use this publication to help create caring partnerships with families and to offer young children the best care and education possible. JACK O’CONNELL State Superintendent of Public Instruction v Page vi is blank. Do not print this instruction. vi Acknowledgments he first edition of this publication was written by Mary B. Lane and Sheila Signer, working under the direction of J. Ronald Lally. Mary B. Lane directed the first Head Start training program in the San Francisco Bay Area and guided the Nurseries in Cross-Cultural Education project that was funded by the National Institute of Mental Health. Sheila Signer is a senior program associate with WestEd’s Center for Child and Family Studies (WestEd) and is a core developer of the WestEd Program for Infant/Toddler Care (PITC). This publication was developed by WestEd, under the direction of J. Ronald Lally. Special thanks go to Peter L. Mangione, Carol Young-Holt, and Kathleen Bertolucci for editorial assistance; and to Virginia Benson, Patricia Gardner, Emily Louw, Janet Poole, Mary Smithberger, and Kathryn Swabel of the Child Development Divi­ sion, California Department of Educa­ tion (CDE), for their review and recom­ mendations on content. Gratitude is also extended to the members of the national and California review panels for their comments and suggestions. The national panel members were T. Berry Brazelton, Laura Dittmann, Richard Fiene, Magda Gerber, Asa Hilliard, Alice Honig, Jeree Pawl, Sally Provence, Eleanor Szanton, Yolanda Torres, Bernice Weissbourd, and Donna Wittmer. The California panel members were Dorlene Clayton, Dee Cuney, Ronda Garcia, Jacquelyne Jackson, Lee McKay, Janet Nielsen, Pearlene Reese, Maria Ruiz, June Sale, Patty Siegel, and Lenore Thompson. This second edition offers expanded information on working with infant/tod­ dler families of diverse backgrounds and cultures. Additionally, it incorporates two important concepts that are changing the way programs relate to families as part­ ners: family-centered care and protective urges. Family-centered care views and embraces families as equally competent partners in children’s care, learning, and daily experiences. Family-centered care also honors the primary role of the family in the child’s life and brings families and their cultures, interests, values, and prac­ tices into the child care program to sup­ port the child’s connection with his or her family. The concept of protective urges rests on the assumption that families and infant care teachers alike experience heightened emotions as they share the responsibility of caring for infants. This publication offers strategies for teachers to ease family members’ mixed feelings about using out-of-home infant care and to address their own feelings about infant care teaching. Sheila Signer revised this guide under the direction of J. Ronald Lally and Peter L. Mangione, Codirectors of the WestEd Center for Child and Family Studies and developers of the PITC, and vii in collaboration with the CDE’s Child Development Division. Special thanks are extended to the contributing writers and advisers for this project: Janet Gonzalez-Mena, Janis Keyser, Senta Greene, Rebeca Valdivia, Deborah Greenwald, Alicia Tuesta, Janet Poole, and Cathy Tsao, of WestEd; and to Mary Smithberger and other staff members of the CDE’s Child Development Division for their review and recommendations on *The names, titles, and affiliations of the individuals listed in these acknowledgments were current at the time the publication was developed. viii content. Sara Webb-Schmitz and Eva May Gorman, both from WestEd, provided editorial assistance. Note: Historically, the most impor­ tant people in children’s lives have been referred to as “parents.” Recognizing the diversity of families that raise and nurture infants and toddlers in the United States, this guide uses the terms families, family members, and—less frequently and more specifically—parents. In this way we hope to offer teachers a differ­ ent and more inclusive way of thinking about all the people who are important in a child’s life. Introduction hen a very young child enters a child care pro­ gram, both the infant and the infant’s family experience dramatic changes in their lives. The infant is faced—usually for the first time—with the challenge of adapting to a strange environment, different routines, and new relationships. The infant’s parents and family members must make an oftendifficult adjustment to sharing the care of their child with someone outside the family. When a family enrolls an infant in child care for the first time, family members almost always worry: Will the infant care teacher genuinely care for and about their child as they would? Families seek a person to whom they can entrust their infant; they want to know that their child will be safe and nurtured. They also need someone who will understand and respect their feelings and choices about the infant’s care, and who will provide the consistency between child care and home care that every infant needs. Closeness between an infant and his or her family members is essential for the healthy emotional development of the child and for the family’s emotional well-being. Infant care teachers need to actively support existing family bonds— particularly during the first few months of care, when the family and child are adjusting to the new situation. Express­ ing support for the infant’s attachment to family members will help ease parental anxieties about using out-of-home care. Family members who see that a relation­ ship between their child and an infant care teacher complements, rather than competes with, the family’s values and functioning will be more likely to discuss child-rearing concerns with the infant care teacher; they will become confident that their child’s infant care teacher re­ spects their parental role. Families of infants entering child care often experience a variety of emotions, such as anxiety and worry. Thoughtful infant care teachers learn to not take it personally when parents or other family members express concerns. Those teach­ ers recognize that the family, as well as the child, needs reassurance. Infant care teachers who intend to support families rather than act as substitute parents pro­ vide that reassurance. Program teach­ ers and leaders who promote children’s familial bonds can create a sense of community among all program families 1 and staff members; they can do so by implementing activities that encourage families to interact with each other and that address families’ shared needs and interests. Cordial, personal interaction between infant care teachers and family members is important for developing trust in those relationships. Daily interaction such as friendly conversation during drop-off and pickup times can help family members feel welcome and valued in the child care program. Likewise, kind gestures from 2 infant care teachers—for example, offer­ ing coffee, tea, or other refreshments to family members at the end of a day—can encourage family members to ask ques­ tions about a child’s behavior. Establish­ ing supportive give-and-take relationships with families requires skill and planning, but infant care teachers whose words and actions welcome family members can foster family involvement in the child’s care and lay the foundation for effective partnerships. Section One: Establishing Partnerships Partnerships between infant care teachers and families are central to high-quality care for all infants and toddlers, across settings and life circumstances. true partnership between infant care teachers and the children’s families makes good sense. Each partner has an essential yet distinctly different role to play. Renowned child development expert Ed Zigler points out that in this partner­ ship, the family must be seen as the senior partner because the family’s influence in the child’s life is much greater and longer-lasting than that of the program.* Working as partners, family members and infant care programs have an invaluable opportunity to support and strengthen each other. Together they can create a rich child care experience that blends har­ moniously with the child’s life at home. Infants and toddlers thrive when they have the consistency and predictability that result from the partnership between child care programs and families. But partnerships do not just happen automati­ cally. They require a shared concern for the well-being of the child, a desire to develop relationships of trust, and the capacity to collaborate. Infant/toddler partnerships are not lim­ ited to families and program staff. They also include extended family, friends and neighbors, specialists, infant/tod­ dler health professionals, and community partners such as family-support agencies. All partners benefit from the expertise of the others and from an understanding of the critical role each plays in the child’s life. This understanding develops through two-way and multiway communication. *From the California Infant/Toddler Learning and Development Program Guidelines Advisory Panel meeting, May 2003. 3 Two-Way and Multiway Communication Two-way communication between families and programs is an essential ele­ ment in building partnerships with fami­ lies. It occurs in open interchanges where each person’s contribution is sought and respected. Two-way communication pro­ vides crucial information to both parties and builds the trust necessary to share the care of the child. The concept of twoway communication may seem simple, but inviting and encouraging families to participate and communicate freely in program activities can be challenging. Traditionally, many programs have shared information through one-way communication. For example, a program may communicate information to fami­ lies through various means, such as daily check-in charts, newsletters, handbooks, articles and books, bulletin boards, family conferences, and meetings with families. These one-way forms of communication need to be modified to include families’ perspectives, concerns, and contributions. Verbal interaction in which both or all parties express their points of view fosters two-way and multiway communication. Here are a few strategies for expanding one-way communication into two-way communication: • Create newsletters that include items written by family members. • Develop a handbook for families that includes family members’ input and home languages (if possible). • Use bulletin boards that include sections for families’ ideas, issues, and needs. Multiway communication is impor­ tant, too. It sets the stage for creating a sense of community in infant/tod­ dler programs—which helps strengthen programs. Here are a few examples of multiway communication: • An infant care teacher meets with two or more family members to learn about their cultural child-rearing practices. Each person has a chance to describe his or her approach. • Teachers bring two or more families together to exchange information or to work together on a project. The teach­ ers spend most of the time listening. • Multidisciplinary teams include fam­ ily members when meeting to discuss a child who has special needs. Each participant contributes information that helps clarify the situation. Initial Contact with the Program Family–program partnerships begin with two-way or multiway interchanges during a family’s first contact with a program. The quality of the first contact can set the tone for a deeper relationship between teachers and family members if or when the family decides to enroll their child in the program. Introductions may begin with a phone call from a prospec­ tive family or through an e-mail. In any 4 case, the family’s first concerns likely will be practical ones: whether there is space in the program for their child, the ages and number of children served, how much the program charges, and the hours of service. Families also may ask if the pro­ gram welcomes children with disabilities or special needs, has the capacity to care for children with severe disabilities, or can communicate using languages other than English. If a family that inquires about a program feels encouraged by the initial contact, they will likely take the next step: a visit to the program. Partnerships emerge with time and patience, in programs that are committed to serving and nurturing families and children. The First Meeting If you are a program staff member or infant care teacher, your first meet­ ing with a child’s family is an important opportunity to lay the groundwork for a relationship of trust. Set aside a time and place where you and the family member(s) can sit comfortably and talk with few interruptions. Then you can move into the child care environment to show your program in action. If you are a family child care provider and have no one else to care for the children while you talk with families, you might ask families to visit toward the end of the day so they can observe you while the children are present. Then you could sit down to talk after the children have left for the day. During these visits, you and the family members will be exploring whether the program matches the family’s needs and preferences closely enough to pursue the possibility of enrollment. The first visit is a good time to offer in­ formation about the program and to learn about a family’s expectations and desires. A discussion of the program’s philosophy, policies, and practices should highlight your family-centered approach to infant/ toddler care. As you talk, be sure to en­ courage two-way conversation, and give the family members time to ask questions, offer opinions, and share information. During the meeting time, you may want to communicate the following: • Your interest in learning about the child through the family’s eyes • The program’s commitment to inclu­ sion of all children and their families • Information about the program’s day­ to-day operations 5 You may also want to reassure the fam­ ily about using infant/toddler care. Here are some points you might make: • In family-centered care, family mem­ bers are fully involved in the child’s care through a process of collaboration and partnership. • The role of child care is complemen­ tary to the family’s care. Your role is to support the family in caring, nurturing, and educating their child—not to be a substitute for the family. • In contrast to the idea of “giving up” their child, families who use child care are often strengthened in their parenting. Their network of support and influence expands as they become members of the child care community. • Enrollment in child care broadens a child’s social and educational experi­ ences. Reinforce initial conversations by pro­ viding family members with clearly writ­ ten materials that present the program’s policies and practices and that emphasize the importance of the family’s role in their child’s care. Make sure the written materials clearly state that your pro­ 6 gram welcomes diversity of cultures and individual abilities. The materials should also explain the program’s philosophy on guidance and socialization. Emphasize that your program and practices are a work in progress, committed to ongoing dialogue and to growth of relationships with families. Remember to stress the program’s commitment to collaborating fully with families. Words can be tricky. No matter how carefully you prepare your written materi­ als, families may misunderstand your communication. During the initial conver­ sations with families, be sure to discuss each important topic and point out the most significant information in the writ­ ten materials. Listen carefully to family members’ responses to see if they have understood your points. This will help prevent future misunderstandings. The Grand Tour A good way to show a program’s dedication to the well-being of children is to walk with the family through the child care environment. Families may not know what to look for, so be sure to highlight the features of the environment that encourage children’s exploration and interaction. Point out the furniture, equip­ ment, and toys you provide that support children of different abilities, develop­ mental stages, and interests. The “grand tour” of the child care envi­ ronment provides a valuable opportunity to address common concerns of families that have infants and toddlers—particular­ ly health and safety issues. Note that the environment is arranged to ensure safety and hygiene. For example, in a centerbased program, point out an infant care teacher who is using proper sanitation procedures while changing a diaper. If you are a family child care provider, you can demonstrate this yourself. Families A child enrolled is a family enrolled. will be reassured when they see a clean environment that promotes health and safety. You can also show families that the program is prepared to administer first aid and cardiopulmonary resuscitation (CPR). Drawing attention to these and other features (such as safety gates and al­ lergy charts) will help relieve some of the concerns family members may have about leaving their children in your care. If you have outdoor space, be sure to show it to family members. Emphasize that fresh air, natural light, and contact with nature are essential to children’s growth and development. Show how the outdoor space is arranged to maintain safety and encourage exploration, and describe how outdoor playtime is offered and supervised. If you have limited or no outdoor space, explain how you maximize the use of available space and that you provide outdoor playtime for the children at a local park or playground. The Entry Process After the family members have visited and observed your program, read your materials, and clarified any remaining questions, they will decide whether your program is a good match for them and their child. If they choose to enroll the child, the next step is the entry process— the child’s introduction and transition to the program. You will need a plan to help the child and family with this process. Families’ Expectations and Requirements In a meeting with the family mem­ bers, ask about their requirements and expectations for the child’s care. Describe to them your program’s philosophy of easing the child into care and ask how they would like to proceed. Some fami­ lies need child care more urgently than others do; nevertheless, explain that a gradual entry process can help the child and family adjust to the program more easily. Avoid an unyielding approach or tone when you explain that philosophy. If you sense that the family is anxious to start care as soon as possible, offer a plan for the child’s entry that accommodates the family’s time constraints but still aims for a gradual entry. A suggested timeline is offered in Section Three. Developing a plan for supporting the child’s adjustment to the new setting presents families and programs with an important opportunity to collaborate. Family members and infant care teachers will benefit from exchanging information. For example, many teachers understand the different temperaments of infants. They know that some children adapt more easily than others and that a cautious child will resist if pushed to join in with the group. The family can tell the teacher how their child reacts to new situations. When family members add knowledge of their child to the teacher’s general knowl­ 7 have a disability that had not been iden­ tified at the time of enrollment. Under such circumstances, agreements between a family and a program will have to be altered as situations, schedules, and sup­ port systems evolve. Starting with clear agreements can help limit many potential sources of tension between families and the program. Business and Program Arrangements Business matters must be discussed and agreed upon before a child enters a program. If clearly defined agreements are not established, problems are likely to arise in the following areas: edge of children, transitions to child care can be easier.* Addressing Special Concerns Families often have special requests and concerns. Understanding those concerns and accommodating families, particularly during early stages of the family’s enrollment in the program, are important steps toward the development of a relationship of trust. For example, a child may have special dietary needs or may have allergies to certain foods. Fami­ lies may request special arrangements for diapers (cloth instead of disposable), late arrival or early pickup, medical appoint­ ments, family vacations, or adaptations to the environment for a child with a disability. Ideally, you and the family will be able to address these issues before the child enters the program. However, family situations may change after a child is in the program for a while—for example, when an infant or toddler is determined to *You can learn more about this topic from the Program for Infant/Toddler Care (PITC) DVD Flexible, Fearful, or Feisty: The Different Temperaments of Infants and Toddlers. Further information about the DVD is listed at the end of this section. 8 • Fee arrangements • Arrival and pickup times • Health policies and emergency planning Fee Arrangements It can be challenging to discuss busi­ ness matters with families. Explain information about fees in a clear, friendly manner and provide families with written policies. If the program has a policy that late payments may be cause for terminat­ ing a child’s enrollment, the policy should be stated clearly at the time of enrollment. See Appendix B for a sample family– infant care program agreement. Arrival and Pickup Times In an era of working families, long commutes, and lengthy bus rides, is­ sues related to drop-off and pickup times can create tension. One common source of tension is lateness—by family and program staff members. Working parents who have to wait for a tardy early-shift teacher to unlock the child care center, or for a family child care provider who is not home, can become frustrated. Similarly, infant care teachers often feel frustrated when a family member arrives 20 or 30 Parents need to know that you can help them with specific concerns about their child. minutes after closing time or expects to receive care prior to the program’s normal opening time. Families and teachers sometimes have different ideas about appropriate drop-off and pickup times for children. Teachers may prefer that children arrive at about the same time each day, while family members may want a more flexible sched­ ule. A family member whose schedule changes frequently may be unable to come at regular times, or a mother may want to spend as much time as possible with her baby. In general, a program should try to accommodate the family’s preferred drop-off and pickup times whenever pos­ sible, as long as those times fall within regular program hours. Although infant care teachers may feel that it is better for a child to have a consistent schedule, a commitment to family-centered care means putting the family’s priorities first. • Express your commitment to work closely with health professionals and specialists. • Without violating confidentiality, discuss ways in which other families and children have coped with various illnesses or conditions. • Share information about support net­ works, community resources, and other help available to families. In this critical area of partnership, infant care teachers and families have to rely on each other to ensure the health and safety of each child. Both partners should plan for emergencies, and the plans must be coordinated. Procedures must be developed to manage situations such as these: A family child care provider gets sick; a child gets hurt or becomes ill dur­ ing the day; a child with a chronic health condition has a crisis; a family member’s car breaks down; or a major event such as an earthquake or flood occurs and re­ quires the evacuation of the children. The family should have a plan that includes a minimum of two individuals who can step in at a moment’s notice to assume the parental role. For families who are new to the area or isolated from friends and rela­ Health Policies and Emergency Planning Families and program staff members need to be clear about how they will work together to support each child’s health. You can help family members feel less anxious by letting them know what to ex­ pect from your program and the ways in which you can offer support. Encourage each family to express their concerns and, as needed, offer information as follows: • Explain the program’s health policy and its capacity to adapt to different families’ issues. 9 tives, the program can offer extra support such as a plan for handling unexpected developments. Time Considerations for Family Participation It is also important to discuss the amount of time a family can expect to spend participating in their child’s program. There are many ways in which families can become integral parts of the program. Here are the most important opportunities and responsibilities for families to think about during the enroll­ ment process: • Daily information exchanges • In-depth discussions about their child • Participation in program activities Daily Information Exchanges Infants and toddlers develop so rapidly that there are new things to report almost every day. Explain to family members that daily, face-to-face exchanges of information are important to a successful experience in child care—for the child, the family, and the infant care teachers. Explain that drop-off and pickup times are particularly valuable because they of­ fer personal, immediate ways of exchang­ ing information and because they can lead to spontaneous conversations. For ex­ ample, at drop-off time, a family member could let the teacher know that the infant had a bad night and needs an extra nap. Another child may need medicine, and a family emergency or other event may have impacted a different infant. At the end of the day, the infant care teacher can tell the family members about each child’s day in care. If the family members are unavailable for direct communication at drop-off and pickup times, the information exchanges can take place in other ways—for ex­ ample, through a family–program journal, which is a “book in progress” that has alternating pages for the family member and the child’s teacher. The journal is usually kept in the sign-in area. Some­ times the journal is taken home by the family and returned to the program in the morning with observations or notes. Family members and teachers can also communicate through regular phone calls or e-mails. Ask family members about their preferred ways of communicating with you. Some teachers check in with family members by e-mail or cell phone (or even cell-phone photographs) to keep the fam­ ily connected with the child’s experiences throughout the day. Whatever form they take, daily infor­ mation exchanges should include subjects such as these: • Family observations of the child in the home setting, and any changes in the child’s care at home • Teacher observations of the child’s discoveries, interests, and exploration in the child care setting. • The child’s achievements (such as progress toward toilet learning) • The child’s mood and social inter­ actions 10 Families cherish comments or notes from the primary infant care teacher about their child, especially ones that describe special moments—for example, when the child learns a new word or does something humorous. It is important for teachers to share the enjoyment they ex­ perience when caring for each child, and their appreciation for the child’s emerging skills. Whenever possible, point out to family members the important role they play in their children’s learning. Although family members may sometimes be in a hurry, they usually appreciate daily com­ munication; they recognize it as a sign of a coordinated effort to support the child’s growth. Families enjoy hearing about their children. In-Depth Discussions Although drop-off and pickup times are important opportunities for commu­ nication, it usually works best to agree on one or the other of these times for more extensive discussions. The end of the day is better for some families because at that time they are not rushing to get to work. However, at the end of the day the child may be tired, anxious to go home, or unwilling to wait for parental attention. If the child cannot wait comfortably while you talk with the family member, or if you need to discuss the child’s behavior, try to schedule another time for an openended conversation. Topics may include the cause of a child’s recent behavior, a new policy in the program, the support a parent needs to take on a leadership role, or help with filling out required forms. If the child is able to wait com­ fortably, absorbed in his or her own play, you may be able to talk with the family member while you pick up toys together or do other small tasks. These times help reinforce the child’s awareness of your close relationship with the family and can strengthen the family’s trust of the child care setting. Family Participation in Program Activities Based on funding requirements and/or the program’s philosophy, some child care programs—particularly parent coop­ eratives and Head Start programs—ask family members to observe, help out in some way, or work with children in the child care setting. Before a child is enrolled in a program it is important to talk with families about how much time is involved. Throughout your discussions, seek as close an alignment as possible be­ tween the requirements of your program and what the family is willing and able to do. In a true family–program partnership, staff members understand that they best nurture a child when they make efforts to accommodate the family’s circumstances and preferences. Setting the Stage for Developing Trust in Relationships Getting to know family members and earning their trust are essential parts of the enrollment process. In a program that has only one teacher, such as a small family child care program, the family member, child, and provider begin to develop a relationship from the start. In center-based programs, there is often a two-step process wherein the program leader or enrollment manager introduces the family to the program, gives and gathers information in the early stages of enrollment, and then introduces the family to the infant care teacher who will have primary responsibility for the child’s 11 12 care. In this situation, the program leader provides support as the teacher begins to assume the role of primary contact for the child and family. These new relationships are easier to develop if the family and the assigned teacher speak the same home language. example, an adult who speaks the same language and is of the same culture as the family) to be available at drop-off and pickup times. Here are some other ways to build your relationships with families: • Show respect for the family’s cultural values, child-rearing practices, and preferences. • Make the child care environment “family-friendly” and reflective of families’ interests, lifestyles, cultures, and languages. Ask families for input and contributions. • Recognize the importance of the child’s relationships with each family member. • Find common interests and build on them to encourage friendly conversa­ tions. For example, learning that both you and the family member enjoy camping could help build a cordial relationship. Getting to Know Each Other Deepening the Relationships In family-centered care, when the family and child arrive for preenrollment visits—or, if necessary, on the first day of care—they will know that the primary infant care teacher will be their special advocate. The teacher will have enough information about the family’s lifestyle, schedules, preferences, and concerns to begin to build a relationship. Many twoway conversations can be sparked by the information that was exchanged during the enrollment process: service plans, family-history forms, and the program’s written materials. Yet, as well-prepared as the family and program staff may be, getting to know each other and develop­ ing comfortable, trustful relationships will take time. If you do not speak the family’s home language, learn some terms and phrases to help the family feel more at ease. During the initial stages of the child’s enrollment, you may need a cultural mediator (for Allow time for relationships to grow. Do not expect immediate trust or friendli­ ness. Here are a few ways to build trust with family members: • Listen carefully to family members and strive to understand the thoughts, beliefs, and emotions they express. • Demonstrate to families your compe­ tence, your understanding of their feel­ ings, and an attitude of openness and honesty.* • Be fair and consistent in carrying out policies. • Honor your commitments and follow up with family members when you promise to do something for them. If you are unable to comply with a family’s wishes, explain the reasons. *To learn more about this topic, see the PITC DVD Protective Urges: Working with the Feelings of Parents and Caregivers, Part I. Further information about the DVD is listed at the end of this section. • Point out family strengths and express appreciation for their parenting skills. • Acknowledge and celebrate the learn­ ing that occurs while the child is at home. Communicating About Sensitive Issues With extra care and thought, you can approach sensitive issues in a way that will help develop trust between you and families. Here are some suggestions to keep in mind: • Say “yes” whenever possible. Be accommodating and supportive; for ex­ ample, offer flexible hours and services and incorporate each family’s child­ rearing practices. • Avoid discussions about sensitive is­ sues until the child and family have become comfortable in the program, unless the issue is urgent. • Acknowledge to yourself and to the family that it can be stressful to leave one’s infant or toddler in the care of another person. Questions to Consider 1. When a family member first asks you for information about your program, in what ways can you communicate the philosophy of family-centered care and of estab­ lishing true partnerships? In what ways can you communicate the program’s policies and practices so the family can make an informed decision about enrolling their child in your program? 2. When communicating informa­ tion about your program, how can you promote and improve two-way communication with families? Do you have updated written materials such as a family handbook or a brochure to distribute? Do your written materials express the tone you wish to convey about your program, including the importance of family–program partnerships, two-way communication, and shared decision making? 3. Do you make daily efforts to talk with family members about their child? What are the most important things to communicate to families? What are some things to ask fami­ lies that might contribute to your care of each child? Are you sensi­ tive to the families’ schedules, and do you reserve longer conversations for times when family members are not in a hurry? 4. In what ways can you reinforce parents’ or other family mem­ bers’ understanding that they are the most important adults in their child’s life? How do you recognize signs of concern in families about this issue? How do you express appreciation to family members for their child-rearing and fam­ ily-building skills? In what ways can you acknowledge learning that is taking place at home? What are some ways in which you can sup­ port family bonds? 5. Do you include parents and fam­ ily members in decisions about the program’s care for their child? To what extent do you accommodate families’ preferences, even when those preferences may not coincide with your usual approach to child care? 13 Suggested Resources Books and Articles Boyce, Carol Gratsch. “Trading Control for Partnership: Guidelines for De­ veloping Parent Ownership in Your Program.” Child Care Information Exchange 144 (March/April 2002): 75–78. Explains the importance of promoting parent ownership in a cooperative early childhood program. Touches on deci­ sion making, classroom involvement, friendly interactions, goal setting, and staff attitudes. Brazelton, T. Berry. Working and Caring. Boston, MA: Addison-Wesley Longman, 2000. Provides helpful information for working parents and caregivers on the stresses that working parents experi­ ence. Brazelton, T. Berry, and Stanley I. Greenspan. The Irreducible Needs of Children: What Every Child Must Have to Grow, Learn, and Flourish. Boulder, CO: Perseus Book Group, 2000. Explores seven needs of infants and young children, emphasizing that when those needs are met by families and professional caregivers, children have the fundamental building blocks for higher-level emotional, social, and intellectual abilities. Carter, Margie. “Communicating with Parents.” Child Care Information Exchange 110 (July/August 1996): 80–83. Offers five strategies for enhancing communication, including keeping par­ ents well-informed, helping parents to introduce themselves in the classroom, and creating dialogue in newsletters and bulletins. 14 Copeland, Margaret Leitch, and Barbara S. McCreedy. “Creating FamilyFriendly Policies: Are Child Care Center Policies in Line with Current Family Realities?” Child Care Information Exchange 113 (January/ February 1997): 7–10. Addresses current issues such as cor­ porate downsizing, flextime, blended families, and effects on emerging child care needs. Suggests that child care programs update policies by examining staff attitudes, by evaluating enroll­ ment policies, and by offering more flexibility and support to parents. Cunningham, Bruce. “The Good Business of Being Father-Friendly: Does Your Center Welcome Male Customers?” Child Care Information Exchange 135 (September/October 2000): 70–71. Offers suggestions for making child care programs welcoming to fathers and other men involved in the care of young children. Describes six areas of father-friendly service. Dodge, Diane Trister. “Sharing Your Program with Families.” Child Care Information Exchange 101 (1995): 7–11. Offers guidelines for child care provi­ ders on working with parents to achieve mutual goals. Focuses on using the program environment to express the philosophy and goals of the cur­ riculum and stresses the importance of establishing ongoing communication with families. Gonzalez-Mena, Janet, and Dianne W. Eyer. Infants, Toddlers, and Care­ givers: A Curriculum of Respectful, Responsive Care and Education, 8th ed. McGraw-Hill Companies, 2008. with Infants and Families. Washington, DC: Zero to Three, 2001. Focuses on direct service work with parents and children and explores how leaders and staff members can use re­ flective approaches to establish quality relationships with families. Strategies for boundary setting and for managing one’s relationships with families ad­ dress the complex decisions that staff face every day. Combining a child-centered philoso­ phy with problem-solving strategies and a thorough discussion of diversity, this book offers an introduction to curriculum and care for infants and toddlers. Based on a combination of the late Magda Gerber’s philosophy and that of her colleague, Emmi Pikler. Greenman, James. “Beyond Family Friendly: The Family Center.” Child Care Information Exchange 114 (March/April 1997): 66–69. Advocates the creation of family-care centers that focus on (a) the family’s economic and psychological security and the relationships that promote well-being; and (b) the child’s security, health, and development. Miller, Karen. “Caring for the Little Ones—Developing a Collaborative Relationship with Parents.” Child Care Information Exchange 135 (Septem­ ber/October 2000): 86–88. Discusses the benefits of having col­ laborative relationships with parents and provides suggestions for develop­ ing rapport and offering support. Parlakian, Rebecca. The Power of Ques­ tions: Building Quality Relationships Petersen, Sandra, and Donna Wittmer. Infant and Toddler Development and Responsive Program Planning: A Rela­ tionship-Based Approach. Indianapolis, IN: Prentice Hall, 2006. A comprehensive introduction to infant and toddler development, responsive program planning, and responsive, relationship-based curriculum. It in­ corporates all of the themes crucial to providing quality education and care to our youngest members of society. Phillips, Deborah, and Jack Shonkoff, eds. From Neurons to Neighborhoods: The Science of Early Childhood De­ velopment. Washington, DC: National Academy Press, 2000. Extensive review of scientific research and child policy centered on child development from birth to age five. Contains ten core concepts, including one that states, “Human development is shaped by a dynamic and continu­ ous interaction between biology and experience.” Uttall, Lynet. Making Care Work: Em­ ployed Mothers in the New Childcare Market. New Brunswick, NJ: Rutgers University Press, 2002. Reveals that mothers are often reluc­ tant to meet directly with their child care providers to discuss concerns. 15 Shows how mothers walk a fine line between wanting to believe in the qual­ ity of care they have chosen, and the possibility that they made a mistake with their decision. Catalyzed by their concerns about quality of care, mothers develop complex relationships with the providers (most of whom are women) who look after their children. Audiovisuals Flexible, Fearful, or Feisty: The Different Temperaments of Infants and Toddlers. DVD with accompanying booklet. Sac­ ramento, CA: California Department of Education and WestEd, Program for Infant/Toddler Care (PITC). http:// www.pitc.org. Explores various temperamental styles of infants and toddlers. Groups nine identified traits into three temperamen­ tal styles (flexible, fearful, or feisty) and describes techniques for dealing with infants and toddlers of different temperaments. Available in English and Spanish. Partnerships with Parents. DVD. Wash­ ington, DC: National Association for the Education of Young Children. http://www.naeyc.org. Produced by South Carolina Educa­ tional Television, this DVD dramatizes the importance of the parent–teacher relationship for children. It also ad­ dresses how to establish and maintain positive communication and handle common problems teachers face when working with parents. 16 Protective Urges: Working with the Feel­ ings of Parents and Caregivers. DVD with accompanying booklet. Sacra­ mento, CA: California Department of Education and WestEd, Program for Infant/Toddler Care (PITC). http:// www.pitc.org. Parents speak candidly about their concerns and discuss the high emo­ tionality and conflicting feelings they experience when bringing very young children to child care. Offers caregivers ways to ease parents’ concerns by expressing competence, honesty, and understanding. Caregivers are also encouraged to address their own feelings of discomfort by using a fourstep process of awareness, exploration, gathering information, and taking steps to deal with issues. Available in English and Spanish. References Petersen, Sandra, and Donna Wittmer. Infant and Toddler Development and Responsive Program Planning: A Rela­ tionship-Based Approach. Indianapolis, IN: Prentice Hall, 2006. Program for Infant/Toddler Care (PITC). Flexible, Fearful, or Feisty: The Dif­ ferent Temperaments of Infants and Toddlers. DVD. Sacramento, CA: California Department of Education and WestEd, 1990. ———. Protective Urges: Working with the Feelings of Parents and Caregiv­ ers. DVD. Sacramento, CA: California Department of Education and WestEd, 1996. Section Two: Sharing Information with Families What can infants learn? How do I know my child will be safe? What do you do when one child hits another? Why aren’t you teaching my toddler his letters and numbers? How soon will she be toilet-trained? amilies have a strong desire to know how you will care for their children and to have a say in the way you provide care. Communicating the philosophy, goals, and practices of an infant/toddler program is an important part of the program. This is done through two-way communication (face-to-face and written) as well as through the program’s welcoming atmosphere. A Positive Program Atmosphere The overall atmosphere of an infant/ toddler program communicates important information. Thoughtful family child care providers, program leaders, and teachers recognize the impact of a program’s emo­ tional climate; they work to maintain an open, friendly atmosphere by addressing staffing issues and misunderstandings in a timely, compassionate, and fair manner. Program leaders help create a positive atmosphere when they show a commitment to the well-being of family members, staff members, and the children. Program leaders demonstrate this commitment when they express interest in each person and provide opportunities for all the adults to learn and grow. Everyone involved in a child care program is essential, including family members, teachers, aides, accountants, secretaries, cooks, janitors, and bus drivers. Showing consideration and respect for each member of the “child care family” communicates a caring attitude that spreads throughout the program. One way of communicating with fami­ lies about the program is to let the child care setting speak for itself. When parents or family members walk into a child care center or family child care setting, they immediately form impressions by answer­ ing questions such as these: • Is the program accessible to people with disabilities? • Does the environment seem clean, orderly, and well cared for? • Is the temperature comfortable? • Is the lighting good? 17 • Are the smells and sounds pleasant? • Does the environment reflect the cul­ tures of the families and staff members? • Is the program arranged so that infants and toddlers can enjoy both active and quiet play? • Does the setting offer comfortable seating for adults and children? • Do the adults and children in the envi­ ronment seem to be relaxed and enjoy­ ing themselves? Communicating the Program’s Philosophy and Practices There are many more things that fami­ lies need to know about the program and about their children’s care. Infant care teachers sometimes handle the challenges of teaching and caring for children more easily than they can explain their caregiving practices and philosophy. Often, this is because they have not had the opportuni­ ty to reflect on their philosophy of care or to find the words they need to describe it. Whether they work in large, center-based programs or in small family child care homes, teachers need to be prepared to communicate about the significant issues 18 First impressions are important. of infant/toddler care and education. Every program needs written documentation of its philosophy, policies, and practices. When program staff and family members meet to discuss the program’s focus and practices, the conversations are rewarding—but to successfully form a consensus about the program’s philosophy, you will need ample time to engage in dialogue about your beliefs and practices. Compiling a Consensus of Information Even if you already have written infor­ mation about your program, you can build on it by reviewing, rethinking, and adding to the existing material as needed. If you do not yet have written materials, it can be difficult to know where to begin. Here is a strategy that has worked for many pro­ grams: 1. Think about the goals, values, and expectations expressed by families in your program and by you and your coworkers. Write down ideas that come to mind. This will help you gather your thoughts. 2. Organize your thoughts and compare them with your coworkers’ ideas. Compile the information you wrote down in step 1 into a four-column chart. In the far-left column, write down topics such as daily routines, culture and language, guidance and discipline, toilet learning, and health policies. 3. In the second column, write what you know about the beliefs, val­ ues, concerns, and preferences of program families for each category listed in the first column. 4. In the next column to the right, write down your coworkers’ values and ideas of for each category. 5. In the far-right column, write down your own preferences and values for each category. After you complete your chart, share your ideas with other program staff mem­ bers or family child care providers, and with family members. Make sure your representation of their views is accurate. Then, work together to come to an agree­ ment about goals, policies, and practices for the program. By including family and staff members in these discussions and in decision making, you can enrich the process and help prevent future dissension. For additional help with this process, you may want to use a good research-based reference such as the California Depart­ ment of Education’s Infant/Toddler Learn­ ing and Development Program Guidelines. Visit the Department’s Web site at http:// www.cde.ca.gov/re/pn/rc/ for more infor­ mation. When you have a common understand­ ing of your program’s approach to infant/ toddler care, decide which written materi­ als you want to create first, and choose the information to be included. Brochures Brochures are effective tools for intro­ ducing people to programs. A brochure or flyer that briefly states the purpose and special qualities of your program gives people something to hold on to, file for later use, or share with a friend who is seeking the services offered. Brochures can: • Provide information to people who inquire about your program. • Increase public awareness of your pro­ gram (for example, through postings on bulletin boards or distribution to com­ munity organizations). • Supplement other materials submitted with applications for grants or other funding. • Serve as a foundation for other written materials. You can create a brochure inexpen­ sively with a computer and a photocopy machine. Fold an 8½ by 11 inch sheet of paper into three sections to give the brochure a more professional look. To make the brochure eye-catching, use pho­ tographs of children, children’s artwork or drawings, and other visuals. Although it is more expensive to use color print and graphics, doing so will greatly increase the brochure’s appeal. Keep the text short and easy to read. Include basic facts and information such as the following: • A brief statement of the program’s philosophy and goals • Ages and number of children served • Program fees • Eligibility requirements, if applicable • Hours and days of operation • Licensing information • A brief statement of teacher or pro­ vider qualifications • Contact information (physical address, telephone number, e-mail address, Web site, and so on) Before you print copies of the brochure, have someone review it and provide feedback. Ask the person if the brochure is well organized, visually appealing, and if its overall feel and messages are attractive. Keep in mind that a well-designed brochure can be welcoming and informative, but it will not tell families everything they need to know about a program. For families who are seriously considering a program and for those in the process of enrolling, a handbook with more detailed information is essential. 19 A Handbook for Families Developing a handbook for families is a valuable way to document your program’s policies and practices. The handbook should begin by affirming that a child’s family members are the most im­ portant people in his or her life. It should also state your philosophy of care. Let families know that staff members wel­ come questions, discussions, and oppor­ tunities to get acquainted. The handbook should state the program’s general goals, such as supporting child–family bonds; providing high-quality, culturally appro­ priate care; welcoming all children and families, including those with disabilities or other special needs; and develop­ ing mutually supportive relationships in the community. You also might use the handbook to communicate the program’s understanding of how infants and toddlers learn. A handbook for families is a very effective tool that can: • Explain the value of a child care en­ vironment and describe practices that adapt to each child’s culture, abilities, age, development, temperament, fam­ ily style, and so forth. 20 • Discuss how daily routines offer opportunities for many types of learn­ ing and relationships, and that they are an important part of an infant/toddler curriculum. • Describe how your program will pro­ vide children with guidance and social­ ization, and support for toilet learning. It can also explain how the program will promote other skills. • Emphasize the importance of intimacy and close relationships in the daily care of infants and toddlers, and describe how these are fostered in the program. • Let families know that their values, preferences, and concerns are essential to the program and that the program is committed to providing care that is consistent with the child’s family, culture, and language. Although families who are new to a program may not think they need written statements of the program’s philosophy, policies, and practices, few will be able to remember all of the information they hear during an initial enrollment interview. Emphasize that the handbook can be a helpful reference for answering future questions about the program, and that it may help prevent common misunder­ standings that arise between programs and families. A handbook for families may be as elaborate or as simple as you choose. In a family child care or other small program, the handbook can be fairly short because the staff is usually small and the pro­ gram organization is not complicated. A handbook may not be required for every program; a one- or two-page statement of the program’s philosophy, policies, and practices may be sufficient. Regardless of the handbook’s format, it should cover the following topics in addi­ tion to the program’s philosophy: • Admission and enrollment procedures • Information about program staff members • Health and emergency procedures • Fee policies • Family participation • Program organization Admission and Enrollment Procedures Explain that the program collaborates with families to ease the child’s adapta­ tion to the program. If the program’s entry process involves specific require­ ments for a family, the handbook should state those expectations clearly. Family responsibilities at the time of admission into a program typically include: • Preenrollment visits and interviews. • Compliance with health requirements such as providing immunization records and ensuring their child has a preadmission health screening. • Completion of child and family infor­ mation forms. • Review of the handbook and the program’s fee policies. • Participation in the initial child–family separation process. Information About Program Staff Members The handbook should describe the qualifications of program leaders and teachers in a general way and should state the criteria used by the program when hir­ ing new staff members. Families will also appreciate information about individual infant care teachers’ attributes, experi­ ence, education, and special contribu­ tions; however, personal profiles that introduce and honor staff members may be better suited to a program newsletter than to a handbook that is updated only every year or two. In any case, the hand- It is important to provide families with a written statement of your philosophy of care and to give specific information about your program. book can help a program highlight its best qualities, such as its inclusive, personal­ ized care and continuity; its assignment of a primary infant care teacher to each child and family; its use of small groups; and its policy of supporting the home culture and language through representative staff­ ing (whenever possible). Attributes such as these define a high-quality program. Health and Emergency Procedures Inform families of the steps they and the program should take to prepare for emergencies such as earthquakes, fires, floods, and so forth. Sample listings of program and family responsibilities are shown below. Program Responsibilities 1. Maintain emergency supplies of food, water, and flashlights. 2. Practice evacuation procedures on a regular basis. 3. Make arrangements for extended care of the children until each child can be picked up by a family member. Family Responsibilities 1. Keep contact information current so the family can be reached immedi­ ately in an emergency. 2. Maintain current information about other adults who can take respon­ sibility for the children if family members cannot be reached. 21 The handbook should also state the program’s policy for excluding children from the program when they are or have been sick, the steps that are taken if a child is injured or becomes ill during the day, procedures for occasions when the provider or teacher is absent or otherwise unable to provide care, and procedures for instances when families are unable to pick up their children on time. Fee Policies One section of the handbook should outline the program’s fee policies and re­ lated issues. The handbook should cover the following topics: • Child care fees, including fees for late pickup of children • Monthly due dates for fees • Policies for late payments • Program hours and days of service • The program’s holiday and vacation schedule • Availability of scholarships or fees on a sliding scale, if applicable Family Participation Daily information exchanges between family and staff members are the most significant way for families to partici­ 22 pate in the program, but there are other ways for families to become involved as well—for example, by helping with the maintenance of the program environ­ ment or by working in the program with children. The handbook can discuss these types of participation. It can also encour­ age families to get to know each other. For instance, it could include information about family-to-family activities such as a “buddy system” in which new families are paired with families who have been enrolled in the program for some time. Additionally, the handbook is a good place for the program to express its com­ mitment to welcoming all family mem­ bers, including significant caregivers who are male. Program Organization The handbook for families should pre­ sent information about the history of the program, how the program is funded, and the program’s approach to decision mak­ ing. Include opportunities for families to create or influence program policies, (e.g., by participating on a board of directors or family council). Be sure the handbook in­ cludes any policies or procedures required by funding or licensing agencies. Other Possible Topics There are many other subjects that could be included in a handbook for families. Some topics, such as schedules for classes, are worthy of inclusion but become outdated rather quickly. Other information may require an unwieldy lev­ el of detail that would make the handbook overly challenging to create or to read. The amount of information that families will appreciate, read, and use will vary from program to program. Talk with pro­ gram families to identify other subjects to include in the handbook. You might also give a questionnaire to families to ask them for additional suggestions. Here are a few common topics: • Items to bring to the program (for example, diapers, extra clothes, family photographs) • Parking issues • Nutrition information • Emergency plan • Toilet-learning policy • Birthday-party policy • Guidance and discipline • Biting policy • Additional resources for families • Staff members to consult for specific needs There are other ways to communicate about these topics as well. Programs may include them in the family–program agreement or on a one-page information sheet. Additionally, programs can distrib­ ute copies of relevant articles to family members. Providing the handbook for families in a loose-leaf binder—and using Listening is as valuable as talking. three-hole-punched paper for updates and additional information—is a convenient way to help families keep information together, but that option may be more expensive than other formats. In the past, infant care teachers often thought of “sharing” information with families as a one-sided activity; that is, families needed to receive information but not share anything with teachers. However, sharing refers to something that all parties give and receive. Since fam­ ily members are often unsure about what they have to contribute or how to do so, it is worthwhile to present a variety of ef­ fective, nonthreatening ways to exchange knowledge and information with families. Conferences and Meetings Conferences and meetings can provide meaningful opportunities to learn about the values and preferences of individual family members and to gather ideas for including those preferences in the child’s care. In a conference or meeting there are few interruptions, and the family and staff member can focus on conversation. The tone of the conference or meeting will vary depending on whether it is a regu­ larly scheduled conference or a special meeting addressing a particular issue raised by the family or staff member. Re­ gardless, it should begin with a welcome that reinforces the program’s philoso­ phy of family-centered care. You should also express appreciation to the family member(s) for coming to the meeting. Whenever possible, add a brief, positive statement about the child—such as “We enjoy watching him toddle” or “He loves to paint with a brush and a bucket of 23 years; family members will be more apt to use journals if they are allowed to keep them when the child completes his or her time in a program. Family Exhibits Another popular way of sharing in­ formation is to invite families to display some of the important objects in their lives on a special shelf or other space in the child care setting. These exhibits should be out of the children’s reach but within the children’s view. The choice of objects is entirely up to each family— they might share photographs, clothing, utensils, musical instruments, or other items. water.” This guide includes many exam­ ples and strategies for using family con­ ferences and meetings to address issues in a sensitive manner. Effective Ways to Share Information Family Journals The family–program journal described in Section One is one way for families and teachers to keep a comprehensive record of insights and observations about children, at home and in the program setting. You may also suggest that family members gather and document additional information about their own or other chil­ dren by taking photographs or by keeping a journal of what they observe; informa­ tion can then be shared with teachers. Another idea is for family members to take notes over time about their child’s progress in a specific area of develop­ ment. These family photographs, journals, and other forms of documentation con­ tribute valuable information for fam­ ily–teacher conferences. Family journals and family–program journals also make precious mementos of a child’s early 24 Family Bulletin Boards Family–teacher bulletin boards are an­ other effective way to exchange informa­ tion. Boards should have plenty of space for meeting notices, health alerts, work­ shop and other opportunities, interesting articles, photographs, recipes children would enjoy, upcoming events, and com­ munity resources. In large programs, it may be best to have separate family and program bulletin boards to avoid having an overwhelming amount of informa­ tion in one place. Family members may also feel more comfortable about using a bulletin board specifically designated for them. Questions to Consider 1. Do you have written materials that explain the program’s philosophy, policies, and procedures? How well do your materials represent your program and the goals and views of families and staff members? Are the materials current, or do they need to be updated? 2. Are families welcomed whenever they come to the child care setting? Do they feel free to arrive without calling first? Are they included in the development of strategies for their children’s care and activities in the program? 3. What are some ways to encourage families to have informal discus­ sions with you (or their children’s teachers, if applicable) about child care issues? What are some ways to engage them in program activities? 4. How can you use family meetings to address sensitive subjects? 5. What are some ways to create a nurturing atmosphere for families, staff members, and the children in the program? Suggested Resources Books and Articles Anderson, M. Parker. Parent-Provider Partnerships: Families Matter. Cam­ bridge, MA: Harvard Family Research Project, 1998. Advances the concept of family-cen­ tered child care by addressing the devel­ opment of the child and family together. Offers family-support principles that build on family strengths and the com­ munity’s culture and resources. Balaban, Nancy. Everyday Goodbyes: Starting School and Early Care—A Guide to the Separation Process. New York: Teachers College Press, 2006. Addresses a critical aspect of child development in a follow-up to Starting School: From Separation to Indepen­ dence. Emphasizes the need for parents and teachers to collaborate in phasing children into a child care, preschool, or kindergarten program. Offers many sensitive, practical suggestions to ease the separation process for everyone involved. Brazelton, T. Berry, and Stanley I. Greens­ pan. The Irreducible Needs of Children: What Every Child Must Have to Grow, Learn, and Flourish. Boulder, CO: Perseus Book Group, 2000. Explores seven needs of infants and young children, emphasizing that when those needs are met by families and pro­ fessional caregivers, children have the fundamental building blocks for higherlevel social, emotional, and intellectual abilities. Bredekamp, Sue, and Carol Copple. Developmentally Appropriate Practice in Early Childhood Programs, rev. ed. Washington, DC: National Association for the Education of Young Children, 1997. Provides comprehensive guidance for early childhood programs. Advocates best practices for learning and develop­ ment, including the promotion of cre­ ative discovery and cultural consistency. 25 Presents strategies for improving rela­ tionships between child care providers and families, such as creating fam­ ily-friendly environments, rethinking parent meetings, and making memory books and videos. Deangelo, Diane, et al. Engaging Parents: Training Guides for the Head Start Learning Community. Alexandria, VA: RMC Corporation, 1995. California Department of Education. Infant/Toddler Learning and Develop­ ment Program Guidelines. Sacramento, CA: California Department of Educa­ tion, 2006. Presents information about how to provide high-quality early care and education, including recommendations for program policies and day-to-day practices that will improve program services to all infants and toddlers (children from birth to thirty-six months of age). Carter, Margie. “Communicating with Parents.” Child Care Information Exchange 110 (July/August 1996): 80–83. Offers five strategies for enhancing communication, including keeping par­ ents well-informed, helping parents to introduce themselves in the classroom, and creating dialogue in newsletters and bulletins. ———. “Developing Meaningful Re­ lationships with Families: Ideas for Training Staff.” Child Care Informa­ tion Exchange 130 (November/Decem­ ber 1999): 63–65. 26 Designed to help Head Start programs increase collaboration between parents and staff members. Contains three modules, each with two activities designed for workshop presentation, followed by two or more coaching ac­ tivities. Modules cover parent involve­ ment, ways to individualize parent in­ volvement, and parent involvement as a shared responsibility. The final sections contain activities and supplemental information that can help supervisors extend learning opportunities. Dodge, Diane Trister. “Sharing Your Pro­ gram with Families.” Child Care Infor­ mation Exchange 101 (1995): 7–11. Offers guidelines for child care provi­ ders on working with parents to achieve mutual goals. Focuses on using the program environment to express the philosophy and goals of the cur­ riculum and stresses the importance of establishing ongoing communication with families. Gonzalez-Mena, Janet, and Diane W. Eyer. Infants, Toddlers, and Care­ givers: A Curriculum of Respectful, Responsive Care and Education, 8th ed. McGraw-Hill Companies, 2008. Includes sections on parent–caregiver relationships, the nine-month separa­ tion in child care, and providing cultur­ ally responsive care. Hohmann, Mary, and Jaclyn Post. Tender Care and Early Learning: Supporting Infants and Toddlers in Child Care Settings. Ypsilanti, MI: HighScope Press, 2002. Describes HighScope’s infant/toddler learning approach, including the ele­ ments of active learning; key experi­ ences for sensory-motor learners; the organization of space and materials; children’s daily schedules and caregiving routines; and adult support based on child observation, team plan­ ning, and partnerships with parents. Phillips, Deborah, and Jack Shonkoff, eds. From Neurons to Neighborhoods: The Science of Early Childhood De­ velopment. Washington, DC: National Academy Press, 2000. Extensive review of scientific research and child policy centered on child development from birth to age five. Contains ten core concepts, including one that states, “Human development is shaped by a dynamic and continu­ ous interaction between biology and experience.” Stone, Jeannette Galambos. TeacherParent Relationships. Washington, DC: National Association for the Education of Young Children, 1987. A booklet that focuses on a difficult but essential aspect of caregiving: developing working relationships with parents. Features practical guidance and photographs. Available from the National Association for the Educa­ tion of Young Children, Washington, DC. http://www.naeyc.org/. Telephone: 202-232-8777. Audiovisuals First Moves: Welcoming a Child to a New Caregiving Setting. DVD, 27 minutes. United States: The Program for Infant/ Toddler Care (developed collabora­ tively by the California Department of Education and WestEd), 1988. Demonstrates practical steps infant care teachers can take to help children feel comfortable in new settings, mak­ ing family–child separations easier for everyone. The DVD is available in English and Spanish and can be pur­ chased at http://www.pitc.org/. 27 Section Three: Preparing Together for Separations “It took me several months to adjust to being back at work and being a mother of an infant . . . but incorporating him, and lack of sleep, and the stress of leaving him at a day care with more or less a stranger, was really hard.” From the Program for Infant/Toddler Care DVD Protective Urges: Working with the Feelings of Parents and Caregivers ore tears have been shed over the separation of children from their families—especially infants and toddlers— than over any other area of child care. The tears are not limited to the children; they may be shed by anyone who has spent many hours caring for the child, such as mothers, fathers, grandparents, aunts, uncles, or foster parents. By working to­ gether and preparing thoughtfully for the separation process, program staff mem­ bers and families can ease the transition for the infant or toddler and the family. discomfort. Infant care teachers can be more helpful to the family and child when they understand the mixed feelings that make separations so difficult for families. Here are some feelings that family mem­ bers have expressed: Understanding the Concerns of Family Members • Fear that they will be criticized if they expose their child-rearing practices to public scrutiny • Fear that their child may come to love and enjoy the infant care teacher more than he or she loves them • Worry about their child losing his or her home language and culture in a program that does not reflect the family’s culture The child’s separation from his or her family during the first weeks of enroll­ ment is often very stressful for family members. No matter how carefully par­ ents, family members, infant care teach­ ers, and program leaders plan, it is typical for the separation process to cause some 28 • Grief at not being able stay home with the child • Concern that infant care teachers will not be truthful about how the child is doing in the program • Fear that another child will hurt their child Families might also experience these feelings: • Reluctance to leave children who have disabilities or other special needs in the care of others • Worry about how their child will be treated • Concern about what the child will learn • Anxiety about the safety of their child • Worry that the infant care teacher will dislike their child if he or she has dif­ ficulty adjusting to the program • Discomfort about what neighbors, friends, and other family members will think about the family leaving their child in the care of others • Confusion about values—for example, a mother wondering, Am I being self­ ish by putting my job ahead of staying home to care for my baby? It is understandable that the process of separation can be stressful for everyone involved. As an infant care teacher or program director, a family’s expression of their concerns could lead you to experi­ ence your own feelings of defensiveness, anxiety, or even guilt at not being able to solve the family’s or child’s distress. However, try to remember that most families experience heightened emotions related to separation. Once you understand that a child’s family members may be concerned, anxious, or even grieving over the child’s entry into care, you can begin to find ways to support the family. One way to do this is to share relevant child develop­ ment information with family members. It may help a family member to know in advance that children—starting at around six to nine months of age—are likely to exhibit reluctance to be with strangers. Knowing that a child’s discomfort is a typical development and that it actually signals an intellectual milestone can make the experience less alarming. Talking with family members about small details of the child’s daily care will help families feel close to their children and will reassure them that their children are receiving good care. Providing reports about a child’s appetite, bowel move­ ments, napping patterns, and general state of being can comfort family members who are worried about and miss their child. Keep in mind that parents and other family members often love to hear about their child’s “events of the day,” such as making friends with another baby, rolling over, making new sounds, or taking first steps. However, hearing about a child’s first steps or first words from an infant care teacher can be painful for a parent, especially one who would prefer to be at home with the child. The infant care teacher’s expressions of understanding about a child should always complement, rather than overshadow, the family’s knowledge. As the teacher–family rela­ tionship progresses, you can demonstrate this by frequently asking the family mem­ bers for their insights about the child. 29 Working Together to Ease the Separation for the Child Children’s reactions to separation vary greatly. Some infants and toddlers seem to adjust to new settings with relative ease; others show signs of distress for weeks or even months after entering child care. Sometimes, children may seem fine when they first enter care and then become very upset a few weeks later. A child or family may need more time to adjust if any of these circumstances are present: • The child is in the “stranger anxiety” stage. • The infant care teacher speaks a differ­ ent language, is of a different culture, or looks and acts quite differently from the child’s family. • The child has a cautious or “slow-to­ warm” temperament. You can reassure families about the well-being of their child when you ex­ plain how the program–family partnership functions in the separation process. Work with family members to define the roles each of you might play in the adjust­ ment process. For example, program staff members need to develop a relationship with the family and reassure both the child and his or her family members that they will be respected and cared for. The family needs to assist the child with the adjustment to the program and should work with the program to make decisions about how best to ease the child’s entry into care. When family members see that Parents of infants have a strong need to be reassured that their child’s caregiver provides appropriate care. 30 they have the ability to help their child, their feelings of anxiety can change to feelings of confidence. Affirm the Family as the Primary Collaborator Sharing decision making with the family and providing the kind of care the family prefers (to the extent possible) will help ease the family’s feeling that they are “losing” their child. Make clear your wish to incorporate the family—including its culture and language—into the program’s caregiving and teaching style. Ask for information about the child’s special needs, state of health, habits, and prefer­ ences. These types of questions will help reassure the family that they are still able to “protect” their child and provide the style and quality of care that they desire. Family members can also play a signifi­ cant role by working with the program to develop a timetable for the entry process and by preparing the child for the separa­ tion. Develop a Timetable for the Separation Process The entry process begins with the initial visits made by a family before they decide to enroll their child in care. Those visits should be occasions for informal conversations between program staff members and the family. Hearing laugh­ ter and friendly conversation between the family member(s) and the infant care teacher can help a child feel at home in the new setting, especially when she or he is not being urged to leave the family member or to interact with the teacher or other children. After the enrollment decision has been made, it is up to the family members, in collaboration with the program, to de­ velop a timetable for the child’s full entry into the program. This is a sensitive issue for families who are not able to spend the amount of time recommended by the program to ease the child into care. Other families may wish to spend more time than the program recommends. To help form a responsive relationship with the family, the program should be flexible. A timetable might look something like this: 1. Including preenrollment visits, the child visits the setting two or three times with a family member present. 2. On a few occasions, the family leaves the child in care for an hour or so. 3. During the first week or two in the program, the child is left in care for increasing periods of time. If possible during this time, the fam­ ily member stays longer than the typical five or ten minutes when dropping off the child. 4. Until the child feels comfortable in the new setting, the family arrives early to pick up the child at the end of each day (if possible). It can be stressful for the child to watch other children going home before he or she does. to the child’s home might help the child feel the connection between the teacher and his or her family. Prepare the Child for the Separation Family members can help prepare the child for the transition to child care by talking about what will happen. The ways in which families talk to their infants or toddlers—and how far in advance they do so—will depend on each child’s age, development, temperament, and other considerations. With a young infant, the family member might wait until the first morning of enrollment and, on the way to the child care setting, say something like, “I’m taking you to Bonnie’s house and she’s going to take care of you for a while. I think you’ll like Bonnie.” The baby may not understand the words fully, but the idea of something pleasant will be planted. An older toddler may be interested in hearing that there will be other children to play with or that “Bonnie has a rocking If the child’s parent or closest family member cannot take time off from work, ask if another family member could stay with the child during the first two weeks of the entry process. If not, you will need to support the family members as they balance the demands of their jobs and the needs of their child. Let them know there are other things they can do to help ease their child’s transition to child care, such as bringing photographs, favorite toys, or other familiar items from home. You can also reassure family members that even if they are unable stay with the child during the adjustment period, the child will be okay. Additionally, a visit by the teacher 31 horse just like yours.” He or she could be told about the start of child care a day or two ahead of time, as well as on the first day of care. The words that are used are less important than the tone of voice, which can convey confidence to the child that everything will be okay and that he or she will be safe and happy. Role of the Program Program staff members are responsible for supporting the child’s adaptation to child care. They can do so by taking the following actions: 1. Designate one infant care teacher to be the primary source of support and familiarity for the child and the family. 2. Share with families research-based techniques for easing separation. 3. During the child’s first few weeks in child care, be especially support­ ive of children and families when it is time to say good-bye (at drop-off times). Provide a Primary Infant Care Teacher from the First Day A true family–program partnership is only possible when the family and the child’s infant care teacher(s) have the op­ portunity to know each other well. Family members will feel more secure if they can talk with the same person each day and get to know that person well. Children usually adapt to the setting more smooth­ ly if there is one special teacher who at­ tends to their needs during the day, espe­ cially if they also see the teacher interact­ ing cordially with their families. During the early days of the child’s enrollment, it is also important to introduce families to the teachers, floaters, and substitutes who may care for the child when the primary infant care teacher is not available. 32 Share Research-Based Techniques for Easing Separation Another way to ease family members’ concerns about separation is to share with them techniques for helping children dur­ ing the early stages of enrollment. Here are a few of those techniques: 1. Before the child makes contact with new people, give him or her time to get comfortable in the program with a parent or family member nearby. 2. Respect the child’s personal space by using toys or other objects as a way of maintaining distance while still interacting. 3. Avoid eye contact with the child. Instead, focus on a toy or other item that the child is interested in. 4. Observe the child’s cues. Follow the child’s interests and pay atten­ tion to the child’s reactions. To learn more about this topic, view the Program for Infant/Toddler Care DVD First Moves: Welcoming a Child to a New Caregiving Setting. Information on the DVD is listed at the end of this section. Well-planned good-byes build trust. Helping Families Know How and When to Say Good-bye Sometimes, family members are not sure how or when to leave their child. They may prefer to leave without saying good-bye, hoping to avoid a situation in which the child becomes upset. Other family members start to leave and then come back if their child expresses dis­ comfort. It is natural for family members to be reluctant to leave when a child is crying or wants to leave with the family. Infant care teachers can help by being sympathetic with and listening to the fam­ ily. They can also mention these points: • Lingering at the point of leaving can be confusing to children. • A quick exit with a cheerful farewell of words, gestures, or both will often reassure the child that he or she is in good hands. • Saying good-bye helps the child learn to trust that the family member will not disappear without warning. • A teacher can stay near and reassure the child until the child becomes com­ fortable enough to join the group or to play. It is sometimes helpful for the fam­ ily to hear from the primary infant care teacher that it is time to go. If family members are visibly distressed, you might offer to call them later in the day to let them know how the child is doing. Addressing Families’ Feelings About Separation Below are some examples of how you and other infant care teachers can help families cope with their feelings about using infant and toddler care: • Acknowledge that families often experience powerful feelings of grief, anxiety, or guilt during the adjustment period. Parents are often comforted by the knowledge that other families have similar feelings. • Be generous in communicating infor­ mation about the child’s experiences in care, even when it includes tell­ ing family members about the child’s distress. • Assure families that infant care teach­ ers are caring, compassionate individu­ als who are capable of handling separa­ tion, and that children are not harmed by the adjustment process. • Acknowledge that separation might not be easy for children. • Talk with families about behaviors to expect from their children during the early days of separation, and encourage family members to be patient with the adjustment process. • Check in with the family to see how they are feeling about the separation process. • If you have had similar experiences with your own children, share your feelings with family members. • Suggest that a parent or family mem­ ber seek out another family that has overcome feelings of guilt, grief, or anxiety. You can also point out cues to family members that indicate a child is happy, healthy, and growing, and you can ex­ press your certainty that the program is a good place. Good feelings are contagious; the families and the children will catch those feelings. Two Families’ Experiences of Separation Rosa carefully fastens the strap to Tonito’s car seat. Feeling guilty as she looks toward the back seat, Rosa heads 33 toward the home of the family child care provider she has chosen to take care of her baby. The home is only a mile away from her own. She drives slowly, almost as if she doesn’t want to go there. She is close to tears. “Am I doing the right thing?” she asks herself. “Maybe I should have stayed home with Tonito, but I need to work. Will he cry when I leave? Will he remember me when I come back? I hate to miss seeing when he first starts to crawl, when he takes his first step. How can I do this? What do I really know about Maria’s infant care program, anyway? Well, here we are, Tonito. Let’s try it for a week, anyway.” These are the thoughts that preoccupy Rosa on her way to Maria’s house. In order to win Rosa’s trust, as well as that of three-month-old Tonito, Maria will need to show an awareness of Rosa’s dif­ ficulty in leaving him. Rosa’s feelings of anxiety and ambivalence may have little to do with Maria or the quality of care she provides. Rosa has chosen infant care for Tonito because she sees no other option. She is in no way certain that it will be good for him. During this early stage of separation, Maria can help put Rosa at ease in a variety of ways. “This is a big day for you and Tonito, isn’t it?” she says when they arrive. Maria’s tone conveys an under­ standing of Rosa’s conflicted feelings; her voice expresses empathy without talking directly about the sensitive issue. Maria continues, “It’s great that you can stay for a couple of hours this morn­ ing. Tonito will feel better if he can make Adjustment to child care is an ongoing process. 34 this change in his life in little steps.” This statement tells Rosa that she will be able to help Tonito with his adjustment. It also reinforces the importance of Rosa’s role as parent. Rosa begins to see that Maria cares about her and her baby’s feelings. At three months of age, Tonito will probably separate from his mother with­ out much distress. This may be difficult for Rosa to experience. Maria explains that babies of Tonito’s age do not yet realize that things still exist after they disappear, so they do not fully grasp the concept of the absent parent. By the time he is six months old, he may develop “stranger anxiety,” and could be upset by being left with someone else—but by then, Maria’s house will seem like anoth­ er home to him. She will no longer be a stranger; she will be one of his “people.” In the later stages of separation, new issues might arise when they are least expected. Rosa will feel more relaxed at having found a caring person to whom she can entrust Tonito while she is at work. Rosa will become comfortable with Maria’s home and will see that Tonito is developing well and seems to love child care. But the pangs of separation can arise for a family member or a child long after the entry period is over. The crisis may come when Tonito is 11 months old and Rosa finds that he does not want to go home with her when she comes to pick him up. He may cry when he has to leave Maria’s home. This may awaken the uncomfortable feelings that Rosa experienced before she realized she had found good infant care for her baby. She may wonder if Tonito’s behavior is telling her that he feels neglected. She may ask herself, “Does Tonito love Maria more than he loves me?” At that point, Maria has another oppor­ tunity to help Rosa and Tonito adjust to ship between them will support Tonito’s well-being. Jackie and Beverly her child care program. She can tell Rosa that Tonito’s behavior is typical for a child who is learning about separation. Perhaps Rosa can play with Tonito in Maria’s living room for a few minutes before at­ tempting to take him home. He may need time to wind down from the play he …

 

As we begin this session, I would like to take this opportunity to clarify my expectations for this course:

Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).

 

Course Room Etiquette:

• It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
• All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!

 

Office Hours:

• My office hours vary so feel free to shoot me an email at [email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
• Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
• I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forumI will respond to all posts or emails within 24 or sooner.

 

Late Policy and Grading Policy

Discussion questions:

• I do not mark off for late DQ’s.
• I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
• I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
• Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.

Assignments:

• Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
• Any activity or assignment submitted after the due date will be subject to GCU’s late policy
• Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
• No assignments can be accepted for grading after midnight on the final day of class.
• All assignments will be graded in accordance with the Assignment Grading Rubrics

Participation

• Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
• Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
• It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
• A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do notmeet the active engagement expectation.
• Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
• I do expect outside sources as well as class materials to formulate your post.
• APA format is not necessary for DQ responses, but I do expect a proper citation for references.
• Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
• I will not accept responses that are from Wikipedia, Business com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
• Stay away from the use of personal pronouns when writing.As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.

Plagiarism

• Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
• This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
• Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
• Please review your LopesWrite report prior to final submission.
• Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).

Plagiarism includes:

• Representing the ideas, expressions, or materials of another without due credit.
• Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
• Failing to document direct quotations without proper citation and referencing.
• Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
• If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
• We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.

LopesWrite

• All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
• Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.

Assignment Submissions

• Please note that Microsoft Office is the software requirement at GCU.
• I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
• If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.

Grade of Incomplete

• The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
• The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
• Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.

Grade Disputes

• If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with mepersonally for further clarification.
• While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
• However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedurewhich is outlined in the GCU Catalog and Student Handbook.