# CTE Resource Center - Verso - Introduction to Early Childhood, Education, and Services Task 1601165393

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Analyze the relationships, roles, and partnerships among the child, parent, and early childhood professional.

Definition

Analysis should include similarities and differences among the child, parent, and early childhood professional regarding respecting family roles and cultural diversity.

Process/Skill Questions

Thinking
  • How do parents and early childhood professionals partner to help a child learn?
  • What are the primary roles and responsibilities of a parent and of an early childhood professional?
  • How can parents and early childhood professionals work collaboratively to promote growth and development in children?
  • What can the early childhood professional do to make sure they understand varying roles in a family?
  • How can the early childhood professional make sure both children’s and parents' needs are met in the early learning setting?
Communication
  • What are some effective methods parents, early childhood professionals, and children use to communicate with each other?
  • Why is it essential for the early childhood professional to understand family dynamics when communicating?
  • How can the values of families be shared in the child-care center to extend the home and center partnership?
  • How can the early childhood professional incorporate advances in technology to enrich the communication between the home and the childcare facility?
  • How can family values be supported in the early childhood setting?
Leadership
  • What leadership skills are necessary to maintain a partnership between the early childhood professional and family?
  • What cues can leaders take from families, and how can leaders put their focus on the family's strengths to include their talents and culture in the classroom?
  • How does the early childhood professional become an effective leader when the family is unsure of its role in the education of the child?
Management
  • What management skills are necessary for the roles and responsibilities of an early childhood professional?
  • What resources would be beneficial in strengthening management skills of the early childhood professional and off the parent?
  • What role does feedback from families, staff, and the management team play in creating a holistic approach that embraces the needs of both the child and the family and that services the child's lifelong learning?

Related Standards of Learning

English

9.5

The student will read and analyze a variety of nonfiction texts.
  1. Apply knowledge of text features and organizational patterns to understand, analyze, and gain meaning from texts.
  2. Make inferences and draw conclusions based on explicit and implied information using evidence from text as support.
  3. Analyze the author’s qualifications, viewpoint, and impact.
  4. Recognize an author’s intended purpose for writing and identify the main idea.
  5. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.
  6. Identify characteristics of expository, technical, and persuasive texts.
  7. Identify a position/argument to be confirmed, disproved, or modified.
  8. Evaluate clarity and accuracy of information.
  9. Analyze, organize, and synthesize information in order to solve problems, answer questions, complete a task, or create a product.
  10. Differentiate between fact and opinion and evaluate their impact.
  11. Analyze ideas within and between selections providing textual evidence.
  12. Use the reading strategies to monitor comprehension throughout the reading process.

10.5

The student will read, interpret, analyze, and evaluate nonfiction texts.
  1. Analyze text features and organizational patterns to evaluate the meaning of texts.
  2. Recognize an author’s intended audience and purpose for writing.
  3. Skim materials to develop an overview and locate information.
  4. Compare and contrast informational texts for intent and content.
  5. Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams.
  6. Draw conclusions and make inferences on explicit and implied information using textual support as evidence.
  7. Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge.
  8. Analyze ideas within and between selections providing textual evidence.
  9. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.
  10. Use reading strategies throughout the reading process to monitor comprehension.

11.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
  1. Apply information from texts to clarify understanding of concepts.
  2. Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
  3. Analyze technical writing for clarity.
  4. Paraphrase and synthesize ideas within and between texts.
  5. Draw conclusions and make inferences on explicit and implied information using textual support.
  6. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  7. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
  8. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
  9. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

12.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
  1. Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
  2. Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
  3. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  4. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
  5. Analyze false premises claims, counterclaims, and other evidence in persuasive writing.

Other Related Standards

FCCLA National Programs

A Better You

 

Balancing Family and Career

 

Families Today

 

Family Ties

 

Meet the Challenge

 

Parent Practice

 

Working on Working

 

You-Me-Us

 

FCCLA: STAR Events (2019)

Check the national website for Skill Events

 

Check the national website for online events

 

Focus on Children

 

Illustrated Talk

 

Interpersonal Communications

 

Life Event Planning

 

National Programs in Action

 

National Standards for Family and Consumer Sciences Education

4.5.4

Implement strategies for constructive and supportive interactions between children, youth and adults and their families and communities.