Standard 2.

Students prepared in associate degree programs know about, understand, and value the importance and complex characteristics of childrens families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families and to involve all families in their childrens development and learning. 2c. Involving families and communities in their childrens development and learning Rationale Displaying my curriculum, giving families information about what I am teaching, holding regular parent teacher conferences, and analyzing parent questionnaires involves families in my childcare program (Eliason & Jenkins, 2008). For NAEYC Standard 2c, I selected the program and pictures from a summer carnival that I developed and organized in August of 2011 for the children in my childcare, their families, and the community. Reflection By involving families and others from my community in this learning experience for children, I developed respectful, reciprocal relationships and empowered families to engage in their childs learning and development (Berk, 2005). As I reflect, I realize there is a continual need to foster relationships with families and the community. I am exploring the possibility of participating in community parades, and continuing community fieldtrips to museums, waterparks, and zoos.

References Berk, L. E. (2005). Environmental contexts for development. In Infants, children, and adolescents (5th ed., pp. 71-82). Boston: Pearson Education, Inc. (Original work published 1993) Eliason, C., & Jenkins, L. (2008). Developing partnerships with families. In A practical guide to early childhood curriculum (8th ed., pp. 49-64). Upper Saddle River, New Jersey: Pearson Education, Inc. (Original work published 1986)