Early Education, Family and Community: Standard 2

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Early Education, Family and Community: Standard 2

The primary purpose of the paper is to summarize the selected standard while providing a rationale for the choice in terms of professional, advocate, and personal development. In turn, the questions are designed for the professional of early childhood education to clarify the primary intentions of the standard and offering sufficient reasoning for the necessity of the topic. In the end, the conclusions are drawn.

The selected Standard 2 emphasizes the essentiality of the well-developed partnerships with parents for the childrens growth while valuing the diversity and characteristics of the relationships building and encouraging participation of families in young childrens development and learning (NAEYC, 2011, p. 1).

The primary reason for the choice is the potential career development by focusing on growth while working in diversity due to its vitality to the social development of children (Tarrant, Greenberg, Kagan, & Kauerz, 2008). In turn, it increases the awareness of diversity, as the issues in professionalism tend to be present (Barbour & Lash, 2008). Lastly, it contributes to personal development, as it assists in building trusting relationships within the educators family.

In turn, the questions to ask the professional of early childhood education are designed. Firstly, Should a professional show initiative while communicating with parents? offers a different perspective by planning an individual approach to each student (Colker, 2008). Secondly, How respectful relationships can be defined? is critical as it contributes to the establishment of a friendly atmosphere and boosts professional knowledge (Colker, 2008).

In turn, What diverse characteristics of the community a practitioner should focus on? and How often do the families have to be involved? focus on the improvement of professional knowledge, as they contribute the understanding of the necessity of the particular interactions and clear identification of the features. Lastly, What are the complexities are referred to the families? enhances professional competences and personal knowledge simultaneously, as it helps understand the familys features to be considered while creating trust.

Kate Blaire, who is a practicing early childhood education professional, is willing to provide the answers to the chosen questions via email. Nonetheless, the participant of the interview has to understand the purpose of the assignment to develop sufficient perception about the selected topic. In this case, it has to be stated that the core goal of the task is to clarify the matters of the standards, as they contribute to the development of the knowledge base to become a trusted professional. In turn, it assists in professional and personal growth in terms of relationship building.

In the end, the paper offers the insights of Standard 2 by focusing on the essentiality of the trusting relationships for the educational process and development of the children. It could be said that this standard contributes to the analysis of diversity and consideration of the important aspects of early childhood education. In this instance, the question ns to clarify these matters are designed, and an early childhood education professional is selected to offer insights.

Nonetheless, the next steps have to be determined, as the evaluation and analysis of other standards develop the relevant theoretical basis for actions in the future. Additionally, the specialized literature has to be assessed, and the correlation with the standards has to be highlighted to determine suitable educational approaches. In the end, the practice is a necessity, as it helps in the application of the theoretical stances into relevant and encouraging tactics.

References

Barbour, K., & Lash, K. (2009). Chapter 7: The professional development of teachers of young children. In S. Feeney, A. Galper, & C. Seefeldt (Eds.), Continuing issues in early childhood education (pp. 158-184). New York, NY: Pearson Education. Web.

Colker, L. (2008). Twelve characteristics of early childhood teachers. Web.

NAEYC. (2011). 2010 Standards for initial early childhood professional preparation. Web.

Tarrant, K., Greenberg, E., Kagan, S., & Kauerz, K. (2009). Chapter 6: The early childhood workforce. In S. Feeney, A. Galper, & C. Seefeldt (Eds.), Continuing issues in early childhood education (pp. 134-157). New York, NY: Pearson Education. Web.

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