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MISSION
OF MINNESOTA EARLY CHILDHOOD FAMILY EDUCATION
The
mission of Early Childhood Family Education is to strengthen families
and support all parents in providing the best possible environment for
the healthy growth and development of their children.
GOALS
OF MINNESOTA EARLY CHILDHOOD FAMILY EDUCATION
The
goals of Early Childhood Family Education are:
- To
support children's optimal physical, intellectual, social, and emotional
development during the important early years of life.
- To
encourage parent involvement in children's teaming, development,
and education.
- To
help parents develop informed, realistic attitudes and expectations
about raising children.
- To
promote effective communication between parents and children.
- To
encourage healthy relationships between parents and children.
- To
help parents develop and strengthen 'support networks which enhance
effective patenting.
- To
encourage development and effective use of community resources for
families.
- To
help prevent child abuse, family violence, and other negative family
outcomes.
GUIDING
PRINCIPLES ABOUT FAMILIES, PARENTS, YOUNG CHILDREN, AND COMMUNITIES
FOR MINNESOTA EARLY CHILDHOOD FAMILY EDUCATION
ABOUT
FAMILIES:
- The
family provides the young child's first and most significant learning
environment. The foundations for healthy child development depend
on the relationships and environment created by the family.
- In
contemporary America, families have different social, emotional,
intellectual, and physical needs.
- The
community and society in which families live effect their capacity
to raise children. When basic needs are unmet, a family's ability
to raise children is compromised.
- Positive
social networks are important to family life.
ABOUT
PARENTS:
- Raising
young children is challenging.
- Parents
need knowledge and skills to effectively raise their children.
- All
parents have strengths for raising children.
- Parents
of young children, regardless of life circumstance, can benefit
from education and support in their role as parents.
- Parents
are their children's first and most important developmental influence.
- Parents
and children influence each other, and these influences change
over am.
- The
quality of the parent-child relationship is crucial to a child's
development.
- The
quality of a parent s self-esteem is strongly related to the
quality of a child's self-esteem.
- If
parents are involved in their children's early education and development,
they are more likely to continue their involvement in subsequent
years.
ABOUT
YOUNG CHILDREN
- The
first five years in their own right and are critical to future physical,
intellectual, social and emotional development.
- A
secure attachment between parent and child is essential to a child's
optimal development.
- Young
children learn by interacting with the people and objects in their
environment.
- Play
is essential to the physical, intellectual, social, and emotional
development of young children.
- Early
identification and treatment of children's developmental delays
and disabilities provide opportunity for such conditions to be addressed.
- Children
whose parents are involved in their education are more likely to
reach their potential in school.
ABOUT
COMMUNITIES:
- Healthy
families conserve and contribute to community resources and add
to the quality of life for all.
- Child
abuse and family violence rates are lower in communities with strong
family support systems.
- Prevention
and early intervention are more cost-effective than remediation
of negative family outcomes.
- Schools
are more effective in educating children when parents am involved.
- Communities
have a responsibility to care about all children and families.
TYPES
OF DIRECT SERVICE OFFERED IN EARLY CHILDHOOD FAMILY EDUCATION PROGRAMS
The
following classification of types of direct service offered in Early
Childhood Family Education programs is intended to be used to help program
staff and others better understand and describe what is offered in Early
Childhood Family Education. Type 5 is the basic service offered. Other
types of service are offered as modifications of this basic service
to meet the needs of the diversity of families eligible for Early Childhood
Family Education. In most programs a major portion of the program budget
is spent on Type 5 service with a balance of other services provided
as needed to serve a representative cross section of eligible families.
One
& one-half to two & one-half hours and under per week:
Type
1: One-time special events, for example, single lectures, one-day
workshops, drop-in activities, gym nights, family events, field trips
Type
2: Home visit program/one-to-one staff-to-parent, parent-to-parent
model (only service parent receives)
Type
3: Parents only series, for example, work site, prison site, women's
shelter
Type
4: Parent-child together (no separation) series, for example,
infant classes
Type
5: Basic program series with parent education/discussion, early
childhood education, and parent-child interaction
Type
6: Increased service only, for example, basic program series with
specialists (public health nurse, social worker, special educator,
etc.) in addition to early child and parent education staff (apartment
programs, special needs classes, etc.)
Over
two & one-half hours per week:
Type
7: Increased time only, for example, basic program series more
than once a week
Type
8: Increased time and service, for example, basic program series
with specialists (public health nurse, social worker, special educator,
etc.) in addition to early child and parent education staff more than
once a week (teen parent programs, family literacy programs, programs
for families experiencing multiple stresses, etc.)
Children
Youth and Family Consortium Electronic Clearinghouse.
Permission is granted to create and distribute copies of this document
for noncommercial purposes provided that the author and CYFCEC receive
acknowledgment and this notice is included. Phone (612) 626-1212 EMAIL:
cyfcec@maroon.tc.umn.edu
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