A Family Centered Preschool Essay

Several people may ask the question, What makes the exit in a family touch preschool? This paper entrust protagonist outline the importance of a family c figureed program versus a preschool that focuses and on the barbarian. The training of the minorren in family centered preschools atomic number 18 enhanced imputable to the focus luffs non only being on the electric razor, only if the family too. Educators can best help infantren get through with(predicate) efficaciously by meeting the nine inborn elements(Morrison, 2009). One of those nine elements is to develop a compact with parents, families, and friends of distributively(prenominal) child.The focus of this paper is Abraham Maslows unharmed child concept(Maslow, 1954) and helping families resolve issues. This program entitle helps each child to learn and develop in a more consistent environment and maintaining the inclinations each family has expressed for their child. Family Centered Preschool As childr en prepare to enter preschool there are several areas required for pedagogs to effectively address for the child and family to feel comfortable in this new type of environment. A family centered preschools goal is to focus on child and family non just the child. The first step in this execute is to focus on any adjunct issues. auxiliary is normal for each child to go through. What makes attachment more or lessthing cardinal for educators to focus on? Well, it is a invariable emotional relationship that is part of child development and it begins in infancy. This carry out provideing continue end-to-end the childs lifespan. It is exclusively important(predicate) for early childhood educators and families to devise together to recognize and agree on proper goals for the child so that each child attains proper development in this area. When preschool educators focus on providing healthy attachment development this will help each child transition more good into school.On e main goal of educators at this point is not to look down on the families of these children because this will hinder the cogency to effectively support the adults in the childs life. An educator must outride free of judgements and enter each relationship with an undetermined mind. The educators acts as an extended part of the childs family remembering that it is not a competition high for the childs affection. When attachment issues are recognized, actually important to sit down with the family and correctly bring up issues together.The succeeding(a) step would be to use puzzle solving techniques to resolve these issues. This could think of a fewer easy steps much(prenominal) as tout ensembleow the child watching the parent leave when dis deposit the child off for preschool or providing the family with community resources such as classes educating the family on distractly relations with attachment issues. Setting the family up with an attachment expert would only n eed to be done if some of these things do not work. For example a family has adopted the child and the child is not connecting with them.An educator could suggest some of the following holding the baby more often, holding the feeding bottle verses letting the child hold the bottle if still in bottle feeding point in times, washup with the baby (the skin to skin contact generates closeness), forgatheracting face to face games with baby (eye contact is important), and hold close with the child. These are just a few mesmerisms that could be provided. Keeping staff well educated in this area and having a readily usable argument of outside resources will help ensure the grab development of the children in the preschool.Once the attachment issues are resolved the child can move into the succeeding(prenominal) stage of forwardness for school which is self-help readinesss. Self-help skills become an important part of a childs readiness for school. Educators of kindergarten expect each child to have already developed the skills to accomplish small tasks on their own. The affair of the educators of a preschool is to help the child do things for themselves. erudite how to appropriately larn the skills is very important. How adults respond to this is and to the exploring manner will determine to some extent the childs adult behavior(Gonzalez-Mena, 2009).Feeding themselves is one of the scratch lessons of preschool educators. Some families, based on culture, may arrive this a difficult task. Helping the family to recognize this is an important part of child development and work through the issues together will help to attain the goal of self feeding. Once the baby becomes mobile stock-still bigger issues can arise. The main goal of this stage is to help the families set up a honorable place for baby to explore in, after all this is what this stage of development is all about.When children are curb to extremes, they loose their curiosity, their willingn ess to take risks, and their drive to be separate of another(prenominal)s and do things for themselves(Gonzales-Mena, 2009). Toilet training falls indoors this category as well. Remembering to honor the set of each family will help to have a more succeederful result of ontogenesis self-help skills. afterward effectively working through self-help skill development, the next category will be to work on em designerment. Empowerment has a lot to do with issues of power and control.Educators can do a lot to serve authorization and the controls that need to go with it to keep all children inviolable and secure. The immediate reaction of most adults in power struggle situations is to give lessons on sharing. This is not the appropriate glide slope. The educator must acknowledge and excogitate feelings of both parties kinda than to deal sharing and fairness. To discuss sharing and fairness is null because these lessons have not yet been learned. The situation needs to become t he skill guide for all children regardd.Rather than create enkindle and grudges by removing something from one child and giving to the other, feelings on both parties should be acknowledged and then talked through. Explaining what took place and an appropriate reaction to correct the issue provides the child with options to do the serious thing verses forcing the child to do the right thing. Other effective tools in dealing with endowment are giving choices, setting limits, providing the ability for the child to tackle, and encourage self-help skills. Helping families to understand this artless guide will help alleviate issues at preschool.Families also need to understand providing a safe environment for children to explore in helps counter react power struggles. Allowing children to bid outside of preschool with other children will help them achieve good healthy play habits for preschool. This may be the only interaction with other children that a single-child family has t o mingle with other children. A suggestion to these families might be to create play groups. The educator could provide the families with tools in creating a schedule for play groups and meeting places.If they are not interested in using families of the preschool provide them with community play groups. minor avenue (http//www. childavenue. com/pages/playgroups_pages/playgroups_national. html) provides such resources to families and it is a nationwide information based tool. After leveling out empowerment issues, prosocial skills are next in line. Prosocial skills involve the skills for each child to learn what is important in life, right from wrong, and anything involving morals or values. This is a very disputable issue within any school whether it is preschool or high school.The best way to promote prosocial skill development is to do the following model them yourself, rationalise why you are setting limits, encourage cooperation by finding ways to get children to work and pl ay together, take a problem solving approach when dealing with conflicts, rather than a power stance, repeal punishment as a way of disciplining, do not be overpowering remember to empower instead, avoid using competition to motivate, help children to apprise the world and people they share it with, give choices, teach children to solve conflicts without violence, and teach children to be peace makers (Gonzalez-Mena, 2009).If families also model these ways to promote prosocial skills the developmental process will be more beneficial. This may involve working closely with families to help them identify strengths and helplessness to work on. Providing them with goals and guideline checklist as well as modeling the behaviors when working with the families. This can be a lengthy drawn out process but the results will be worth it all. While working on a successful completion of developing good prosocial skills, it may be necessary to work on self-esteem.Self-esteem is very important t o the success of every aspect of life. If an individual perceives themselves in a negative way their accomplishments tend to be very limited. The ability to open the doors of the future depends on the appropriate development of a positive self-esteem. This does not mean an individual has to like everything about themselves, but rather accept themselves the way they are and make changes to the things they do not like. The serenity prayer is one enactment that comes to mind when talking about self-esteem.