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    目标
    • 了解与其他利益攸关方合作的重要性,以创造积极的经验,以加强家庭儿童保育计划的管理。万博体育下载官方网站
    • Discuss the significance of working collaboratively with families in the day-to-day operation of your program.
    • 反思实践突出合作以照顾儿童及其家人的工作。

    知道

    “Unity is strength…when there is teamwork and collaboration, wonderful things can be achieved.”-Mattie Stepanek

    当您反思您在生命中管理日常体验或活动的能力时,您可能承认与他人合作是您日常生活的一部分,并帮助完成完成的事情。我们是自然社交生物,我们与别人的关系极大地影响了我们个人和专业的生活。想想你的日常生活以及对他人的工作如何帮助你在分享家庭职责,照顾孩子,照顾父母,宠物或其他亲人,或照顾自己。

    合作是一个动态的过程,个人聚集在一起,分享他们的知识,经验,资源和优势,以促进增长和发展。在关心儿童时,这些人是家庭成员,家庭幼儿提供者,如您,服务提供商,家庭育儿管理员和社区合作伙伴。万博体育下载官方网站合作构建了该过程中每个人的专业知识,利益和优势。通过承认每个人对提供有意义的事情,协作会创造设定目标和目标的机会,以制定计划实现这些目标,并联合解决问题。它假设“我们所有人比我们聪明的人”(Turnbull,Turnbull,Shank,&Smith,2004,第80页)的思维。合作的目标是确保每个孩子,每个孩子的家庭的进步和增长,最终是您的家庭儿童保育计划。万博体育下载官方网站

    协同工作的过程

    就像我们所做的一切,学习与他人一起工作是一场不会在一夜之狗万app怎么下载间发展的技能。就像你在学习任何新技能或经验时,你必须投入时间狗万app怎么下载和精力来熟悉新的信息和练习新事物。能够与他人合作,需要持续的努力,能量和承诺。请记住,您参与的每个人都是一个独特的个人。在您与您关心的儿童的日常互动中,您总是带来您的兴趣,您的性格,气质,背景,经验以及您的特殊能力和人才。您认为自己与他人合作工作的方式可以定义与支持您的计划的儿童,家庭和专业人员的互动和关系。当您与其他专业人士和家庭共同努力时,合作的时间可以使您服务的孩子们受益,他们的家人和您。

    Building collaborative relationships takes time, effort, networking and attention, but often has meaningful outcomes in terms of enhancing the overall quality of your program. You should not work solely independently, even if you are the only adult working with children in your family child care home all day. As you work with other family child care providers and your family child care administrators, you should have opportunities to share successes as well as challenges with each other. You may also see these experiences as opportunities to make new friends and network with others who have similar interests and responsibilities as you.

    该国建设合作,纳克奎尔千和理查德别墅的两个领先专家,确定了五个要素在创建协作过程方面非常重要。(Johnson&Johnson,1997年;千和别墅,2000)。当您阅读这些时,考虑他们如何通过关于您的计划的合作反映您的经验:

    1. 合作者的面对面互动频繁
    2. A mutual “we are all in this together” feeling of positive interdependence
    3. 专注于信任建设,通信,领导,创造性问题解决,决策和冲突管理中小群人交际技能的发展
    4. 定期评估和讨论本集团在制定目标方面采用改进关系的目标,有效完成任务
    5. 互相持有对商定责任和承诺负责的方法

    在您的日常工作中,您对如何在日常遭遇与儿童,家庭成员和社区成员之间进行互动的意识,故意决定。工作合作要求您以积极的态度和对道德行为的承诺进入合作伙伴关系。无论你多经历,都是合作团体的一部分,应该是您作为家庭护理专业人士的练习的核心。万博体育下载官方网站幼儿环境主要是以人为本的地方。最大的资源是人。结果应该是快乐,安全的儿童和家庭。

    Collaborating with Families

    Family-professional partnerships are a central part of your work as a family child care professional. One key feature of a successful family-professional partnership is a sense of equality between family members and professionals (Turnbull et al., 2004). As highlighted in the Professionalism course, individuals who deal directly with human welfare have a special obligation to behave in ways that benefit those they serve. Values that are foundational to professions based on human relationships are caring, compassion, empathy, respect for others, and trustworthiness (Feeney, 2012, p. 11). Above all, effective family child care providers are dedicated to serving the needs of the young children and families they work with. Your program should have a clearly articulated and shared mission and philosophy that is demonstrated by anyone who may work with children in your home, and thateveryoneunderstands.

    在讨论家庭职业关系时,Janice Fialka在她备受推崇的文章中The Dance of Partnership: Why Do My Feet Hurt?(2001),比较与跳舞的合作。她反映了她作为社会工作者的经历,作为残疾儿童的父母,并分享舞蹈合作经验的复杂性。有时,她注意到,她的专业合作伙伴,她似乎没有优雅地在整个地板上搬进来,他们的运动似乎尴尬,僵硬和不协调,好像每个伙伴都跳舞不同的音乐。有时合作伙伴甚至可能踩到彼此的脚,同时试图弄清楚下一步。然而,她注意到每个合作伙伴的观点,希望,梦想和期望在舞蹈期间不同时期听到,渴望,梦想和期望是多么重要。

    In your daily work, in order to truly get to know a child in your care, you have to get to know their family. In this process, you need to be open-minded, flexible, and genuinely interested in order to make a difference.

    您与家庭成员之间有几种积极的合作结果。在此过程中,家庭成为积极参与者,分享有价值的信息,与您合作,促进孩子的最佳发展。为每个家庭的梦想,希望和渴望为他们的幼儿提供一个窗户,更好地了解他们所需要的地方,他们需要什么,以及他们的愿景是他们的幼儿和家庭的愿景。

    反思自己的经验和实践

    除非这些环境对于在其上工作的成年人也有益,否则不能创建儿童的高质量环境。教育Lilian Katz教授,在她的书中,与幼儿的老师谈谈(1995)敦促专业人士向自己询问以下问题。当您阅读每个问题时,请考虑自己的工作环境。

    On the whole, are relationships with the professionals that I collaborate with in support of my family child care program:

    • 支持ive rather than contentious?
    • 合作而非竞争力?
    • 接受而不是对抗性?
    • Trusting rather than suspicious?
    • Respectful rather than controlling?

    Effective family child care providers value collaboration and acknowledge it is important to work together with families, fellow family child care providers, other support professionals, community members,酒吧licensing specialists,和家庭的万博体育下载官方网站幼儿管理人员成功。他们知道与儿童和家庭有关他们的做法,并在需要时进行更改是很重要的。他们还知道庆祝成功并承认他人的努力,就像家庭成员和合作和支持该计划的人一样重要。Your program may plan joyful events that build community at different levels: with other providers, community members, children and families (e.g., acknowledging individual community members during meetings, celebrating birthdays and life events with potluck suppers, attending a professional training with fellow providers, organizing family nights, inviting families to spend time with children in the your home).

    While working with others is one of the most rewarding parts of your job, it can also present challenges. It requires dedication, commitment, problem-solving skills, and a willingness to learn, change, and be flexible in order to address the multiple and often complex needs of those in your care. It is your responsibility to maintain professional conduct and seek the advice of your family child care administrator or licensing specialist when faced with difficult situations you are not sure how to deal with.

    Enhance Quality Through Professional Development Activities

    作为家庭护万博体育下载官方网站理提供者,您将想到时间尽可能地参与专业发展活动。万博体育下载官方网站需要家庭幼儿提供者了解儿童开发,教学技术,儿童指导,儿童评估,与家庭,健康和安全,与家庭幼儿提供者合作的建立关系,与其他社区成员合作等各种主题。狗万app怎么下载学习经常发生在该计划中日常工作的背景下。

    For instance, a coach or family child care administrator might observe in your family child care home as you transition to lunch and notice that this is a chaotic time. After discussing these observations with you, the family child care administrator might suggests that he or she visit the next day during the same transition and model some new strategies such as helping the children set the table or singing songs as they prepare for lunch.

    正如孩子们不断学习的那样,家庭托儿服务提供者也是如此。万博体育下载官方网站狗万app怎么下载作为您自己的家庭的计划领导者,您应该为提高您的技能和实践来模拟开放的态度。培训师,教练或家庭儿童保育管理员可以帮助您万博体育下载官方网站公开说明您的专业目标是什么以及如何计划满足他们。寻求面对面的专业社区的实践,与导师合作,或与其他当地家庭幼儿提供者的会议电话或会议的会议可以帮助您作为专业人士和领导者的增长。万博体育下载官方网站不断学习新技能,获得新知识狗万app怎么下载是成为专业人士的一部分;对于儿童和家庭来说,看看并不完美的领导人,谁表现出倾向于扩大他们的知识和技能的个人承诺。

    除了工作嵌入式学习机会,还有许多其他方式家庭幼儿保育提供狗万app怎么下载者可能想要参与学习。万博体育下载官方网站教育家和作者Gigi Schweikert(2012)为进一步学习提供这些来源:狗万app怎么下载

    • Colleges and universities (face-to-face and online)
    • 正式课程和网络研讨会
    • 其他人(导师,惯例社区,专业书籍群体)
    • 小组培训
    • 讲习班
    • Books
    • 绩效评估
    • Visits to other programs
    • 社区伙伴
    • Meetings
    • Conferences
    • Membership in professional organizations (e.g., Zero to Three; National Association for the Education of Young Children; National Association for Family Child Care)

    你应该仔细选择合适的网络inars, workshops, and other professional development resources that are designed with family child care professionals in mind. There are many high-quality free webinars and modules available online. You may want to become familiar with the following excellent online resources:

    Working Collaboratively

    观看此视频,了解与您工作中的其他人合作。

    Take time to review the practices listed below, which highlight working collaboratively to care for children and their families:

    • 尊重您的家人和他们的家人的每个孩子,并承认增长,背景,信仰和价值观的多样性和个人差异。邀请并包括每个家庭在规划和决策方面有关孩子的发展和学习。狗万app怎么下载确保每个家庭都有机会与您分享他们的观点或想法。
    • Meet regularly with professionals and community members that support your program to plan experiences for children and the families you serve. Provide a variety of developmentally appropriate choices and experiences for children in your care. Regular meetings allow you to discuss children’s progress, plan experiences, and make necessary changes.
    • 在不确定某事时澄清问题。误解会导致不必要的挫折感,延迟完成事物,以及负面的气候。在协作工作时,请确保清楚地了解程序,规则或法规,并始终与您的家庭儿童保育管理员交谈万博体育下载官方网站酒吧or licensing specialist有疑问时。
    • 与家庭成员分享有关每个孩子的持续观察信息,并使用该信息来规划个别儿童和您的小组。规划时邀请家庭的输入。
    • Have developmentally appropriate expectations about children’s behaviors and anticipate challenging behaviors.
    • 在规划或解决问题时,被开放和使用创造性的思维技能,如头脑风暴。愿意看到别人的观点并在解决问题或挑战时考虑多种选项或解决方案。
    • Most importantly, have a good attitude and demonstrate respect for each individual you collaborate with. Appreciate each professional that supports your family child care program and welcome the knowledge, experience, or expertise that each has to offer.

    Explore

    Explore

    Take some time to read the identified article,Building and Supporting Teamwork然后查看活动,合作工作那and respond to the questions. Then, share and discuss your responses with your trainer, coach, or family child care administrator.

    申请

    申请

    Use the resources in theCollaboration活动了解更多关于与父母和家庭成员合作的更多信息。阅读文章并思考新的方式让家庭参与孩子的护理。然后与您的培训师,教练或家庭育儿管理员分享您的想法。万博体育下载官方网站

    词汇表

    学期 Description
    COMMUNITY OF PRACTICE A group of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly

    证明

    证明
    Assessment

    Q1

    What are some positive outcomes of collaborating with families in your program?

    Q2

    以下哪项实践鼓励家庭和家庭儿童护理提供者作为团队一起工作?万博体育下载官方网站

    Q3

    True or false? Collaboration happens when different individuals come together and one person in the group decides the best way to promote growth and development.

    References & Resources

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    Baker,A. C.,&Manfredi / Petitt L. A.(2004)。关系,质量保健的核心:在早期护理环境中创造社区。华盛顿特区:国家幼儿教育协会。

    Bernhardt, J. L. (2000).婴儿和幼儿的主要护理系统:最适合每个人参与的。幼儿55(2):74-80。

    伙伴关系的舞蹈。从...获得http://www.danceofpartnership.com/

    幼儿师的司。(2014)。DEC Recommended Practices in Early Intervention/EarlyChildhood Special Education 2014。从...获得http://www.dec-sped.org/recommendedpractices

    Fialka, J. (2001). The Dance of Partnership: Why do my feet hurt?Young Exceptional Children4.(2), 21-27.

    Godwin, A., & Schrag, L. (1996). Building Relationships with Parents. InSetting Up for Infant/Toddler Care: Guidelines for Centers and Family Child Care Homes (第51-52页)。华盛顿特区:国家幼儿教育协会。

    Hanson, M. J., & Lynch, E. W. (2004).了解家庭:多样性,残疾和风险的方法。巴尔的摩,MD:Paul H. Brookes。

    Harry,B.,Kalyanpur,M。和日,M。(1999)。与家庭建立文化互惠:Case studies in special education. Baltimore, MD: Paul H. Brookes.

    Harvard Family Research Project (2013). Family Involvement. Retrieved fromhttp://www.hfrp.org/family-involvement

    Feeney, S. (2012).Professionalism in Early Childhood Education: Doing our best for young children。Upper Saddle River, NJ: Pearson Education, Inc.

    Howes,C.和Ritchie,S。(2002)。A Matter of Trust: Connecting teachers and learners in the early childhood classroom.New York: Teachers College Press.

    约翰逊,D.W.,&Johnson,F.P.(1997)。Joining together: Group theory and skills (6th ed.).Centrham Heights,Ma:Allyn&Bacon。

    Kalyanpur, M., & Harry, B. (1999).特殊教育文化:建设互惠家族 - 专业关系。Baltimore, MD: Paul H. Brookes Publishing.

    Katz,L. K.(1995)。与幼儿教师谈判:一个集合。Norwood,NJ:Ablex。

    Keyser,J.(2007)。从父母到合作伙伴:建立一个以家庭为中心的幼儿计划。圣保罗,Mn:Redleaf按。

    Lynch,E. W.,&Hanson,M. J.(2004)。发展跨文化能力:与幼儿及其家人合作的指南(第3辑。)。巴尔的摩,MD:Paul H. Brookes。

    国家幼儿教育协会。从事多样化的家庭。从...获得https://www.naeyc.org/pruciples-ymily-boragement.

    国家幼儿教育协会。(2009)。naeyc.早期儿童专业准备标准:全国幼儿教育协会的立场声明。从...获得https://www.naeyc.org/resources/position-statements/standards-professional-preparation

    Simon, F. (2015). Look Up and Out to Lead: 20/20 vision for effective leadership.Young Children70(2),18-24。

    Sullivan, D. R. (2010). Learning to Lead: Effective leadership skills for teachers of young children (2nd ed.). St. Paul MN: Redleaf Press.

    R.A.(1990)。在当地家庭学校和社区中培养学习者的战略。专注于特殊的孩子,23(3),1-25。

    千,刘昌明,&别墅,R.A.(2000)。Collaborative Teaming: A powerful tool in school restructuring. In R. A. Villa & J. S. Thousand (Eds.),关怀和有效教育的重组:拼件(第254-292页)。巴尔的摩:Paul H. Brookes。

    Turnbull, A. P., Turbiville, V., & Turnbull, H. R. (2000). Evolution of Family-Professional Partnerships: Collective empowerment as the model for the early twenty-first century. In J. P. Shonkoff & S. J. Meisels (Eds.).Handbook of Early Childhood Intervention(第630-650页)。剑桥:剑桥大学出版社。

    Turnbull, A., Turnbull, R., Erwin, E. J., & Soodak, L. C. (2006). Families,专业人士和异常性:通过伙伴关系和信任的积极成果(第五次)。上鞍河,新泽西:皮尔逊教育公司

    Turnbull,A.,Turnbull,R.,Shank,M.,&Smith,S. J.(2004)。特殊生活:当今学校的特殊教育(4th ed.). Upper Saddle River, NJ: Pearson Education Inc.