How might a teacher involve families in their child's early childhood program?
What will be an ideal response?
Teachers can involve families in the early childhood programs through several different venues.
The program for children
a . observing their child in the class
b. planning or participating in a special occasion or event
c. taking home family "packs" of books or activities to try out at home
d. preparing materials for the class (e.g., play dough)
e. working with children in the classroom
f. preparing a special activity to do with the child
g. accompanying the group on learning trips
h. sharing their expertise or unique abilities
The program for families
a . orienting other new family members who are participating in the program
b. attending parent social events such as potlucks
c. participating in parent support groups
d. attending a parent education workshop
e. joining a Parent and Friend's Club and participating in club activities
f. working with other parents on fundraising or planning family events
Improving and Maintaining the Environment
a . bringing in recyclables
b. participating in work days
c. borrowing/returning library books
d. repairing or making classroom materials
Managing or Promoting the Program
a . providing input into program policies via committees or the school board
b. helping in the office
c. speaking as a parent representative to political leaders
d. organizing a display to educate the broader community
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Identify two examples of programs where parent involvement is mandated
What will be an ideal response?
In conjunction with a unit on environmentalism, students in Ms. Stremmel's class placed recycle bins in three locations at school. They collect the recycled goods and take them to the recycling center every Friday after school. This is an example of:
a. inquiry. b. service learning. c. community service. d. cooperative learning.
During the school years from childhood to late adolescence, most vocabulary growth
seems to result from a. formal instruction b. watching television c. reading and conversations d. checking dictionaries for definitions
Look at the two following descriptions
Number, operation, and quantitative reasoning. The student describes and compares fractional parts of whole objects or sets of objects The student is expected to: use concrete objects and pictorial models to generate equivalent fractions. Understand that objects in the solar system are for the most part in regular and predictable motion. Know that those motions explain such phenomena as the day, the year, the phases of the moon, and eclipses. Which of the following is the best description of the two statements? a. They are statements describing two different content areas. b. They are parts of teachers' lesson plans for two different content areas. c. They are standards written for two different curriculum areas. d. They are guidelines for learning activities written in two different content areas.