19.0700 - Child & Custodial Care Services

Technical Standards

IV. Competency Goal IV – To establish positive and productive relationships with families

A. Functional Area 11 (Families) - Candidate maintains an open, friendly, and cooperative relationship with each child's family, encourages their involvement in the program, and supports the child's relationship with his or her family.

1. Recognizes that children's primary caregivers may be single mothers or fathers, both parents, stepparents, grandparents, uncles, aunts, sisters, brothers, foster parents, or guardians.

2. Helps parents understand the development of their child and understand the child's point of view.

3. Provides opportunities for parents and other family members to share their skills and talents in the program.

4. Recognizes that caregivers can support parents in their role.

5. Offers parents information about health and social services and other resources in the community.

6. Respects each family's cultural background, religious belief, and childrearing practices.

7. Observes strict confidentiality regarding children and families and makes parents aware of this policy.

8. Suggests activities and materials that parents can share with their children at home.

9. Encourages parents to talk about important family events and their children's special interests and behavior at home. Shares information frequently with parents about the child's experiences in the center.

10. Is able to discuss problem behavior with parents in a constructive, supportive manner.

11. Supports parents in making arrangements for school or an alternative child care program, when necessary. Works with parents to prepare children for entering school or making transitions.

12. Develops attachment towards children without competing with parents.

13. Encourages parents to visit the center, participate in activities, and make suggestions for the daily program.

14. Respects and tries to understand the parents' views when they differ from the program's goals or policies and attempts to resolve the differences.

15. Tells parents about children's achievements and shares their pleasure in new abilities.

16. Helps parents with separations from child, recognizing parents' possible concerns about leaving their child.

17. Supports children and families under stress, working cooperatively with other professionals, as appropriate.

18. Sends home projects made by the children.

19. Helps parents find ways to enjoy time with their preschoolers and to help them relax after time in a group setting.

20. Supports child's sense of belonging to his/her family.

21. Helps parents understand the importance of play for preschool children.

22. Shares information with parents about the learning opportunities for children in everyday household tasks and routines.

23. Helps parents recognize their feelings and attitudes about disabilities.

24. Helps parents identify resources to diagnose and treat children with special needs.

25. Helps parents obtain clear and understandable information about their children's disabilities and information about the family's legal right to services.

26. Encourages and assists parents to communicate confidently about their children with government and other community agencies.

27. Regularly communicates orally and in writing with parents and children in their preferred language.

28. Helps parents understand the program goals for bilingual development.

29. Knows parents' views on such issues as the use of first and second languages within the program, childrearing, and biculturalism and incorporates their views into program planning.

30. Regularly communicates with parents about their child's bilingual development and helps them find ways to support this within the family.

31. Supports families' desire to communicate their language and cultural heritage to their children through cultural practices.


Segments

13 Post

Academic Alignment

Mathematics

Academic Alignment

Science

Academic Alignment

Language Arts

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