As
early childhood professionals we have a responsibility to support families’
efforts and connect to them to valuable resources. For many parents, we are the only link to
this information. I spent time this
module with several parents of students entering kindergarten in the fall. The site where I am doing my field work has a
large private kindergarten and receives the majority of its students from its
own pre-k program. This means that most
of the families have a history with the center and are familiar with its
philosophies. The families I observed
and spoke to were attending a kindergarten sign-up night. This gave the parents an opportunity to meet
the teachers, see the center-based classroom environment, and ask any questions
they may have. This large kindergarten
has three teachers and the capacity for forty students spilt into two
classrooms. I observed one teacher that
appeared to be uncomfortable when speaking with a family about the early
entrance into kindergarten that their child would be participating in this
fall. The parent wanted to discuss the
specifics of the child’s (outside) assessment that showed she was cognitively,
physically, and socially on level with peers in kindergarten. They
had some concerns about one of the areas assessed and wanted the teacher’s
input. This interaction showed me just
how valuable my advocacy efforts with regard to assessment could be for this
center and the children and families that attend.
Another insight I have gained is the staff’s lack of comfort with assessment. They are not required to utilize any
assessment in their classrooms and therefore many are unfamiliar with even the
basics of assessment in early childhood education. I am sure that my
efforts here will assist both staff and families in forming better
relationships and understanding the students’ individual development, leading
to increased quality experiences for all students. I am truly excited by what lies ahead.
