RESPONSIVE INCLUSIVE EXPERIENCE: FAMILY

Date: November 29,2023. Learner’s Name: Stephanie Anderson

Learner’s ID#: N01411805 Field Advisor’s Name: : Natasha Schleifer
Mentoring Educator’s Name: Manisha Srivastava
Placement Site Name: Kingsview

INITIAL OBSERVATION
(What did you see? What did you hear?)
Address: WHO? WHEN? WHERE? WHAT? Ensure your observation: Is objective (measurable facts only); written in
the past tense; is written in third person; uses gender-neutral pronouns (e.g., they/them); ensures the anonymity of the
people observed (e.g., Child A/Educator A).

o Age(s) of child/children: 4-5 years old

o What type of setting are you in? Kindergarten classroom

Complete this section (must be written in full sentences):

Consider the following:
o What do you see or notice about opportunities for family involvement or collaboration in your field setting?

I have observed numerous opportunities for collaboration between families and educators in my field placement
setting. During discussions with my mentoring educator, I identified a potential avenue for family collaboration centered
around the theme of families and understanding the unique aspects of each family. Conversations with other educators
in the room further revealed the suggestion of seeking input from parents. This collaborative approach involves
requesting information that can be used to tailor the learning plan, making it more relevant and relatable to the families
we work with. Specifically, the idea is to explore the uniqueness of individuals through the example of names, delving
into their origins and any cultural or personal significance associated with them. This collaborative effort aims to
incorporate diverse perspectives and create a learning environment that resonates with the varied backgrounds within
our community.

o What interactions have you observed directly and/or indirectly between the Mentoring Educator and family
members? Consider relationship building strategies such as, but not limited to:
- involvement
- collaboration,
 styles and methods of communication:
- active listening
- conflict resolution
- empathic responding

Throughout my time at my placement, I have observed that my mentoring educator consistently engages in effective
communication strategies with families. She regularly communicates via email, providing parents with updates on their
child's progress and classroom activities, demonstrating transparency and a commitment to parental involvement.
Notably, at the beginning and end of each day, she positions herself visibly, creating opportunities for impromptu
interactions with families and signaling her openness to parent engagement. During 1-on-1 conversations, she
prioritizes active listening, allowing parents to voice concerns before responding in an empathic manner. This approach
fosters a sense of trust and individualized attention. In conflict resolution, she not only responds empathically but also
offers collaborative solutions, emphasizing a shared commitment to resolving issues together. These practices
collectively contribute to a positive and supportive relationship between the educator and families, creating an inclusive
and welcoming environment where open communication is valued.

o What evidence have you observed to demonstrate the program is working to create a sense of belonging
between home and the care setting? e.g., routines, traditions, values, spirituality, books, customs, music and
language, etc.
In the kindergarten program we are filled with a variety of different cultural backgrounds which I have noted have been
incorporated into the learning by speaking about the different holidays and traditions that children and their families
celebrate at home. We speak about why those holidays are celebrated and the meaning of them. Children watch videos,
read books, as well as participate in activities to heighten their understanding of these different cultural events this
creates a sense of belonging as each child has a turn to speak about the things they celebrate at home with family.

INTERPRETATION
(What do you think it means?)
Address: Why? Your interpretation is subjective and is based on your observation. You need to start your sentences with
“It appears...”, “it seems...”, “According to my observation...), etc.

Complete the following section (point form is acceptable):

o What are the Family’s/caregiver’s interest(s), questions, curiosities? How do you know?

Based on the observations, it seems that the families/caregivers at my placement have a strong interest in staying
informed about their child's progress and classroom activities. This is evident from the mentoring educator's regular
communication via email, providing updates on the childrens progress and what they are learning in class. The
consistent email updates suggest that families are keen to be actively involved in their child's educational journey and
stay connected with their learning experiences.

o How is your interpretation informed by curriculum/professional documents? Choose ones that are applicable to
your interpretation and explain your choices in detail (e.g., HDLH [OMEd, 2014a]; Excerpts from E.L.E.C.T
[2014b]; Think, Feel, Act [2014c]; Code of Ethics and Standards of Practice [CECE, 20`7]; etc.).

Consider families/caregivers as partners to “strengthen the quality of early years programs by ensuring these programs are
centred on the child and family” HDLH (OMEd, 2014b, p.3).

o How does the program demonstrate family-centred practice? e.g., centres collaborate with families on the
following: (refer to ECE 233). You may want to ask your Mentoring Educator to help you with these questions.
Answer each bullet below:

- Decision making: (Is it a collaboration between centre and families? If yes, describe the process. Or is it based
on solely what the centre feels is right for the child/ren? Describe the reasoning behind this).
educators use the kindergarten curriculum as an outline for teaching and are able to adapt to the needs of the
children and families. Educators and families collaborate together to set specific goals for children.
- Planning: (What plans are in place that demonstrate family centred practice)?
Parent teacher meeting were set up on two different days at various times from early morning to late
evening both in person and virtually to cater to different schedules of parents.
- Assessment: (parent’s feedback, children’s needs met, is the educator effective in their tasks.
 Educator is in frequent communication with parents offering them updates on their children learning in
the classroom, parents are abke to write to her to request
- Service Delivery: (how is it carried out/implemented)?
Online

o Identifies appropriate strengths and opportunities for growth to create a sense of belonging for family's reference
(HDLH?).
Strength- I noticed that the educators demonstrate a strength in incorporating children’s family dynamics into learning
as well as communicating with families about their children’s learning

Opportunity for growth- I believe there is an opportunity for grown to for a sense of belonging with families when it comes to
language barriers. Many of the families their first language not being English to foster a sense of belonging the program can try to
include other languages besides English for parents who may not be as comfortable reading in English or not have a clear
understanding.

PLANNED RESPONSE
(What will you do?)
Collaborate with your Mentoring Educator about your plan. Get their feedback and approval. Communicate and share your
final plan with your Mentoring Educator and have them sign this section before implementing the planned experience the
following week.
A grade of 0 will be given in the Planned Response, if the Mentoring Educator does not sign this section.
Complete the following section (point form is acceptable):
Reflect and describe the following:
o What will you do? Be specific!
I will send out a newsletter to parents, explaining that the school is initiating conversations with children about different
cultures and their significance. The newsletter will request parents to answer specific questions regarding the background
of their child's name and any cultural or family significance associated with it.

o When will you do it? Why?

I will send out the newsletter at the end of the school day. This timing ensures that parents have ample time to
read the information and reflect on the questions without immediate time constraints. By sending it at the end of
the day, it also aligns with the natural flow of communication between educators and parents, maximizing the
likelihood of parents receiving the newsletter promptly.

o Where will you do it? Why

The newsletter will be sent home with the children. This location choice is practical as it utilizes an existing
communication channel between the school and parents. Sending it home with the children ensures that the
information is physically delivered to the parents and is likely to be seen. Additionally, the home is a
comfortable and familiar environment for parents, providing them with the opportunity to engage with the
content in a relaxed setting.

o List new materials/resources and environmental elements you will bring in/add to set up provocations.
o List existing materials/environmental elements already in the room.

I will be creating this newsletter and having it translated into both Somali and Urdu as these are the most common
languages within our kindergartener room community.
 o Include a photo of the set up and materials/environmental elements before the children engage in the experience
(if permission is granted by the centre) OR take a photo of the set up at home.

I have attached a copy of the newsletter

Reflect on the following:

o How does your planned response connect to your observation and interpretation? Refer to the interests(s),
strength and opportunity for growth you identified in your interpretation.

The planned response directly addresses these interests by inviting parents to share information about their
child's name and cultural background. The subsequent family-focused activities align with the observed interest
in family dynamics and relationships.
he opportunity for growth identified was overcoming potential language barriers. The translation of the
newsletter into Somali and Urdu directly addresses this opportunity, ensuring that language differences do not
hinder parents' understanding or engagement.
The strength of the community lies in its diversity, and the planned response leverages this strength by actively
involving parents in shaping the curriculum. The translation of the newsletter into languages commonly spoken
by families acknowledges and builds upon the multilingual strength of the community.

- What role will you, as a co-learner, have in your planned response? Identify one (1) teaching strategy you will
use and describe how and why you will use it.

As a co learner the teaching strategy that I will be using will be to explain and provide information. In my newsletter I
will explain to the families why we are requestioning this information and how it will be used within the children’s
learning.

- How is your plan responsive inclusive? Discuss one (1) of the following Foundations for Learning from How
Does Learning Happen? HDLH? (OMEd, 2014a):
- Belonging,
- Wellbeing,
- Expression or
- Engagement

This plan is responsive inclusive as it aligns with the foundations for How Does Learning Happen?
HDLH? (OMEd, 2014a) falling under both belonging and engagement.

o Belonging: The plan is designed to foster a sense of belonging by actively involving all families in the program.
By requesting information about the background of each child's name, the initiative recognizes and celebrates the
uniqueness of each child's identity. This inclusivity sends a powerful message that every child and family is an
integral part of the learning community. Translating the newsletter into common languages spoken within the
community further ensures that all families, regardless of their linguistic background, can easily access and
understand the information. This linguistic inclusivity contributes to a sense of belonging by eliminating potential
 language barriers that might otherwise hinder effective communication.

o Engagement: The plan also aligns with the foundation of engagement by inviting active participation from
parents. The request for information is not a one-way communication but rather an interactive process that
encourages families to share their cultural insights. This engagement strengthens the connection between home
and school, emphasizing that parents play a vital role in their child's learning journey. The act of sharing cultural
information becomes a shared experience, promoting a collaborative and inclusive educational environment.

SIGNATURE REQUIRED HERE FROM MENTORING EDUCATOR, PLAN IS REVIEWED AND APPROVED FOR
IMPLEMENTING NEXT PLACEMENT DAY:
Mentoring Educator’s Signature: _________________________________________
A grade of 0 will be given in the Planned Response, if the Mentoring Educator does not sign this section.
REFLECTIVE EXTENSION
(What happened?)
This follow-up reflective extension is based on what happened when you implemented your initial experience. What have
you learned and what you will do next to extend your initial planned experience?

Complete the following section (point form is acceptable):

Reflect on the following:

o How did your planned response support your anticipated focus? Refer to the interests(s), strength and
opportunity for growth you identified in your interpretation.

The planned response effectively supported the anticipated focus by addressing the identified interests, strengths, and
opportunities for growth. The translation of the newsletter into languages commonly spoken by the families, such as
Somali and Urdu, directly addressed the opportunity for growth by overcoming language barriers. This made the
information more accessible, enabling parents to understand and engage in the initiative comfortably. The focus on
cultural backgrounds and names aligned with the strength of the diverse community, allowing parents to actively
contribute to the curriculum by sharing their unique perspectives.

o What happened when you implemented your plan?

The implementation revealed that the translation of the newsletter significantly benefited families, especially those for whom
English is not their first language. This adjustment enhanced communication, fostering a more inclusive environment. The act of
providing information in familiar languages positively influenced the level of comfort parents felt in participating. The response
from families indicated a heightened sense of connection and understanding, contributing to a more collaborative and
supportive learning community.

o What did you learn?

Through this process, it became evident that proactive communication strategies, such as translating materials, are
pivotal in creating an inclusive and welcoming educational environment. The positive response from families reinforced
the importance of recognizing and addressing potential barriers to engagement. Additionally, the implementation
highlighted the value of involving parents in shaping the curriculum, as their contributions enrich the learning
experience for both children and educators.
.

Extension:
o What are some things you did to present new opportunities to the parents/guardian?
o Describe any changes or modifications you made to your initial plan in some of the following areas:
- Experience focus (linked to interests, strengths, opportunities for growth).
- Role/expectations of the child(ren);
- Role of the educator;
- Choices of materials;
- Location of experience;
- Arrangement of furniture;
- Time
 Once we have received all the newsletters back with the requested information, educators will initiate conversations with
children about families. During these discussions, children and educators will explore different types of families,
emphasizing the diversity that makes each family unique. Children will be encouraged to express themselves by creating
a family picture or family tree in their journal books. Additionally, they will share with both their peers and educators who
comprises their families and whom they have depicted in their drawings.

MENTORING EDUCATOR’S FEEDBACK

A grade of 0 will be given if the initial experience and extension is not implemented to the children in the
classroom.
Mentor’s Feedback on Initial implementation of the Responsive Inclusive Experience:

 Yes, learner implemented the initial Experience.

 No, learner DID NOT implement the initial Experience.

Mentoring Educator’s Signature: ___________________________________________ Date: ___________________

Mentor’s Feedback on Extension:

 Yes, learner implemented the Extension.
 No, learner DID NOT implement the Extension.

Mentoring Educator’s Signature: __________________________________________ Date: ____________________

References

Ontario Ministry of Education. (2014a). How does learning happen? Ontario’s pedagogy for the early years: A resource
about learning through relationships for those who work with young children and their families. Toronto: Author.

Ontario Ministry of Education. (2014b). Excerpts from “ELECT”: Foundational knowledge from the 2007 publication of
Early Learning for Every Child Today: A framework for Ontario’s Early Childhood Settings. Government of
Ontario. Retrieved from https://www.edu.gov.on.ca/childcare/ExcerptsFromELECT.pdf. Archived
at https://web.archive.org/web/20150602223722/http://www.edu.gov.on.ca/childcare/ExcerptsFromELECT.pdf.

Ontario Ministry of Education. (2016). The Kindergarten Program – Interim Release. Retrieved from
http://www.edu.gov.on.ca/eng/curriculum/elementary/kinderprogram.html#description.

Indigenous Early Learning and Child Care Framework:

https://www.canada.ca/en/employment-social-development/programs/indigenous-early-learning/2018-framework.html

file:///C:/Users/divito/Downloads/Indigenous%20Early%20Learning%20and%20Child%20Care%20Framework.pdf