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Caregiver education surrounding the 5 Protective Factors 

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Caregiver education surrounding the 5 Protective Factors 

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"Five Protective Factors are the foundation of the Strengthening Families Approach: parental resilience, social connections, concrete support in times of need, knowledge of parenting and child development, and social and emotional competence of children. Research studies support the common-sense notion that when these Protective Factors are well established in a family, the likelihood of child abuse and neglect diminishes. Research shows that these protective factors are also “promotive” factors that build family strengths and a family environment that promotes optimal child and youth development" (The Protective Factors Framework 2020)

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These free resources can be accessed on site in my program through qualified professionals and integrated into my program:

Child Development

Assistance with behavioral issues

Speech & Language

Developmental Screening

Parenting Support Groups

Playgroups

(Home 2023)

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Caregiver education surrounding Adverse Childhood Experiences (ACES)

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Caregiver education surrounding Adverse Childhood Experiences (ACES)

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About 61% of adults in the US had reported experiencing at least 1 ACE & nearly 1 in 6 adults had reported they had experiences 4 or more ACES by the age of 18 (Fast facts: Preventing adverse childhood experiences |violence prevention |injury Center |CDC 2022).

ACE scores of four+ are correlated to poor physical and mental health outcomes and challenging social conditions such as high rates of homelessness, harmful substance use, and incarceration. Shasta County’s ACE scores are double the CA state average; nearly 40% of the adults surveyed in Shasta County report four+ ACEs (Sky, Aces resilience and hope fund of Shasta County 2023).

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Action plan surrounding the inequity of funding in Preschools VS. Childcare

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Action plan surrounding the inequity of funding in Preschools VS. Childcare

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Educators have witnessed an inequity of funding in preschool vs childcare because there is still a misconception that preschool is more "educationally based". I believe that a portion of funds should also be allotted towards the continuation and revamping of quality childcare programs across the nation. Still focusing on family-centered care and a culturally informed perspective, these programs will offer care for infant-preschool aged children with working families while offering the whole family access to free resources.

In an effort to push for this social policy, I will collaborate with other ECE Educators to put together a comprehensive proposal to present at local, state and federal levels. This proposal will include the perspectives and knowledge from ECE Educators with science-based facts.

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These free resources can be accessed on site in my program:

Bridges to School Success:- The Bridges Program has been delivering services to Shasta County families and schools since 2001. Bridges Staff provide evidence-based mental health support to children, families, and schools when a child is experiencing challenges that disrupt their ability to fully participate in their learning (Bridges to school success - Shasta county office of education 2022)

Alternative Payment Program- The Alternative Payment (AP) Program serves eligible families who need child care services. These parental choice child care programs help families find child care services
and reimburses child care providers for a portion or all of
their child care fees (2022 Alternative Payment Handbook 2022).

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These free resources can be accessed on site in my program through qualified professionals:

Disability Services

Employment & Education

Finances

Food

Housing & Shelter

LGTBQ

Homelessness

(2-1-1 Norcal serves Shasta, Tehama & Siskiyou counties. 2023)

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These free resources will be communicated to families and integrated into my program:

Bright by Text- free texting services that offers updates, assistance and caregiving knowledge

Ages and Stages questionnaires to assess children’s physical and social-emotional progress

Family community events for families with children 0-5 years old such as library story times, music & movement classes, playgroups and exercise classes

Triple P (Positive Parenting Program) Parenting education

(Home 2023)

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These free resources can be accessed on site in my program through qualified professionals:

family therapy

transportation to and from school

diaper and wipes

24/7 Hotline for Hope to assist/support caregivers

SafeCare Program for at risk caregivers

(Pathways to Hope for Children 2022)

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Utilizing community resources to benefit children and their families

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Utilizing community resources to benefit children and their families

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Step 2: Connect
- Use phrases such as "tell me more about you're playing" to encourage more conversations
-Offer to engage in the activity your child is engaged in
-Keep play going by asking open ended questions
(Stewart & Friesen, Promoting powerful interactions between parents and children 2021)

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Step 3: Extend learning
If your child is particularly interested in a certain subject (superheroes), think of interesting learning opportunities to encourage their play while allowing them to lead the activity. These learning opportunities could include:

Find books about superheroes that you can read together

Ask your child about superheroes’ special powers and how they use them

Invite your child to draw pictures of superheroes and letters to represent them (BP for Black Panther, S for Superman)

Make up stories with your child involving the characters—you can write them together, or you can dictate your child's words for them

(Stewart & Friesen, Promoting powerful interactions between parents and children 2021)

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Step 1: Be present
- take the time to stop what you're doing to engage with your child's play or conversation
-notice your child's interests
-offer to spend time doing an activity your child would like to do
(Stewart & Friesen, Promoting powerful interactions between parents and children 2021)

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Learning how to use their power for or with their children

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Learning how to use their power for or with their children

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"Parents are learning how to use their power for or with their children instead of overpowering and dominating them. They are learning to empower their children—that is, to allow them to experience personal power, which gives them the feeling of being able to be themselves and of having some effect on the world or the people in it. People who are empowered don’t need to overpower or manipulate others. They are free to experience being who they really are—to fulfill their unique potential; they will resist being cast into some preset mold" (Gonzalez-Mena, Social Policy Issues 2017).

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Combat gender roles through everyday interactions

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Combat gender roles through everyday interactions

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Language has an influence on gender-role development. Language shapes perceptions. Using gender-neutral language shows children Children that any gender may fill these roles (Gonzalez-Mena, Social Policy Issues 2017).
Being aware that media messages, society's influences (gendered toys & clothing) and our own behavior can influence children's perception of gender roles is important and can be discussed with children through age-appropriate conversations.

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Decision-Making Process as a Way of Exploring Morals

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Decision-Making Process as a Way of Exploring Morals

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Both children and grown-ups deal with morals and values with every decision we make. "Children don’t worry about research, theory, or stages. Their decision making is usually quick and unconscious. We can help children be more thoughtful about moral dilemmas they face by bringing the questions into the open and examining them. We can also be more thoughtful ourselves about what is motivating children to make the decisions they do" (Gonzalez-Mena, Social Policy Issues 2017).
For example, encouraging children to ask themselves “Who might be hurt by my decision or action?”

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Caregivers have a big influence on their children’s peer relationships. A close attachment in infancy helps children develop social competency (Schneider, Atkinson, & Tardif, 2001). When parents interact with their children in ways that promote positive social behavior and take feelings into account, children tend to do the same with their peers.
However, when parents are negative and controlling in their interactions, that behavior can transfer to their children’s interactions with peers and can make them less successful socially (Clark & Ladd, 2000).

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"One of the most essential experiences in shaping the architecture of the developing brain is "serve and return" interaction between children and significant adults in their lives. Young children naturally reach out for interaction through babbling, facial expressions, and gestures, and adults respond with the same kind of vocalizing and gesturing back at them. This back-and-forth process is fundamental to the wiring of the brain, especially in the earliest years" (Serve & Return Interaction Shapes Brain Circuitry 2011).

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Center on the Developing Child at Harvard University

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Serve & Return Interaction Shapes Brain Circuitry

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Model healthy relationships and language 

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Model healthy relationships and language 

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"When children see adults modeling healthy, equitable relations in their interactions with each other, they receive a huge benefit. They learn that adults aren’t just polite to each other, but have rich, authentic exchanges and even disagreements. Children gain by seeing how those adults solve their disagreements without harming their relationships with each other" (Gonzalez-Mena, Social Policy Issues 2017).

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How family members can interact with their children around learning

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How family members can interact with their children around learning

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Provide ways to families to provide input to the program

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Provide ways to families to provide input to the program

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Partner with families by inviting them to participate as a member of the Family Board, become an event organizer, serve on a parent leadership team, make things for the program, collaborate with other families in "program clean up days" (Steed & Dunlap, Communicating with Families: Helpful Suggestions 2022). By encouraging families to take leadership roles, they are able to further partner with educators in creating an inclusive and cohesive environment for their children.

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Hosting family-centered program activities can help new or existing families feel comfortable in their child's classroom. More often that not, a simple "we need classroom volunteers" isn't enough for caregivers to feel comfortable volunteering or inserting themselves in the classroom. By asking caregivers to read to the children, assist with a craft, share a family tradition or recipe, cultural song or home language can help them feel welcome and important.

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Family-preferred methods to communication 

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Family-preferred methods to communication 

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Asking families their preferred method of communication (in-person conversations, email, texting, social media, written notes, phone calls, program app) ensures that families are receiving accurate and up-to-date information about their child and the program. Keeping a family running is a big job so giving families important info to plan ahead is considerate!

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CDC. (2022, April 6). Fast facts: Preventing adverse childhood experiences |violence prevention |injury Center |CDC. Centers for Disease Control and Prevention. Retrieved March 15, 2023, from https://www.cdc.gov/violenceprevention/aces/fastfact.html#:~:text=ACEs%20are%20common.,or%20more%20types%20of%20ACEs.

Center on the Developing Child at Harvard University. (2011). Serve & Return Interaction Shapes Brain Circuitry. YouTube. Retrieved March 19, 2023, from https://www.youtube.com/watch?v=m_5u8-QSh6A.

Center for the study of social policy's Strengthening Families. (2020). The Protective Factors Framework.

Clark, K. E., & Ladd, G. W. (2000). Connectedness and autonomy support in parent-child relationships: Links to children’s socio-emotional orientation and peer relationships. Developmental Psychology, 36, 485–498.

Gonzalez-Mena, J. (2017). Social Policy Issues. In Child, family, and community: Family-centered early care and education (Seventh, p. 8). Chapter 1, Pearson

Gonzalez-Mena, J. (2017). Social Policy Issues. In Child, family, and community: Family-centered early care and education (Seventh, p. 26). Chapter 2, Pearson.

Gonzalez-Mena, J. (2017). Social Policy Issues. In Child, family, and community: Family-centered early care and education (Seventh, p. 110). Chapter 5, Pearson.

Gonzalez-Mena, J. (2017). Social Policy Issues. In Child, family, and community: Family-centered early care and education (Seventh, p. 254). Chapter 11, Pearson.

Gonzalez-Mena, J. (2017). Social Policy Issues. In Child, family, and community: Family-centered early care and education (Seventh, p. 267). Chapter 12, Pearson.

Home. First 5 Shasta. (2023). Retrieved March 10, 2023, from http://www.first5shasta.org/

Parke, R. D., & O’Neil, R. (2000). The influence of significant others on learning about relationships: From family to friends. In R. S. L. Mills & S. Duck (Eds.), The developmental psychology of personal relationships (pp. 15–47). New York, NY: Wiley.

Pathways to Hope for Children. Pathways To Hope For Children. (2022, December 28). Retrieved March 10, 2023, from http://www.hopeshasta.org/

Shasta County. (2023, March 22). Home. Help Me Grow Shasta. Retrieved March 22, 2023, from https://www.helpmegrowshasta.com/

Shasta County Office of Education. (2022). Bridges to school success - Shasta county office of education. Bridges to School Success. Retrieved March 22, 2023, from https://www.shastacoe.org/instructional-services-division/early-childhood-services-department/bridges-to-school-success

Shasta County Office of Education. (2022). 2022 Alternative Payment Handbook. Redding, CA.

Sky, P. (2023, February 27). Aces resilience and hope fund of Shasta County. Community Foundation. Retrieved March 22, 2023, from https://cfnorthstate.org/grants/aces-resilience-and-hope-fund-of-shasta-county/#:~:text=ACE%20scores%20of%20four%2B%20are,Shasta%20County%20report%20four%2B%20ACEs.

Steed, E., & Dunlap, G. (2022). Communicating with Families: Helpful Suggestions. National Center for Pyramid Model Innovations.

Stewart, K., & Friesen, H. A. (2021). Promoting powerful interactions between parents and children. NAEYC. Retrieved March 22, 2023, from https://www.naeyc.org/resources/pubs/tyc/aug2018/promoting-powerful-interactions

Tam, S. (2022, July 25). How to communicate with parents. ZERO TO THREE. Retrieved March 19, 2023, from https://www.zerotothree.org/resource/how-to-communicate-with-parents/

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Regular, daily face-to-face interactions can be so important. Quick check-ins or a "I hope you have a great day!" can go a long way in the hustle and bustle of families' lives. By keeping this line of communication open, families know they can chat with you about concerns or schedule a time to discuss important topics.

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By remembering that both educators and caregivers want the best for their child, there is not an issue that cannot be resolved. Being "on the same team" is an empathetic-led strategy for educator's to ask the caregivers perspective and lay a foundation for a strong relationship (Tam, How to communicate with parents 2022)

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Learn your child's cues and respond in a timely manner

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Learn your child's cues and respond in a timely manner

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Young children learn attachment when the adults in their lives are sensitive and responsive to them. They also meet needs by reading babies’ cues (crying, speaking, nonverbal cues, feeding) and responding in a timely fashion. Adults practice being responsive whenever they play with their child. Both play and meeting needs contribute to the development of attachment (Gonzalez-Mena, Social Policy Issues 2017).