Family Centered Practice - Solutions

Running head: FAMILY CENTERED PRACTICE
FAMILY CENTERED PRACTICE
Name of Student
Name of University
Author note

FAMILY CENTERED PRACTICE
1
Response to question 1:
As an educator, it is highly important for me to work within the practice of
relationships with the family. This is because as an educator, my chief motive is to impart
education to the children and it is highly important that I should be applying my knowledge
and strengths as an educator, to empower education and skills of the child, Diana in her early
age. More importantly, it is highly vital that as Diana has hearing and orientation issue, she is
not discriminated or left out from the other children of her age and this is why, a complete
educational and social support has to be given to her – in order to ensure learning and
development (Foster et al., 2020). Given the words of her grandmother that the educator from
Diana’s preschool program has problems with Diana’s behaviour and that she is hyperactive,
has hearing issues and she does not stands still for a particular amount of time even. Thus, as
an educator, I consider it to be my duty to show care, dignity, respect, honour and my
thoughtfulness to the child and grandmother of the child who has taken the trouble of visiting
the rural area with her granddaughter and then, was worried by the condition of her
granddaughter, as the situation was portrayed in a negative way and manner by the educator
from the pre-schooler program.
My positive interaction and relationship building with the child and the guardian of
the child would benefit all three of us, that is me, the grandmother of the child and of course
and most importantly the child. Showing and attending them with care, dignity, respect,
honour and thoughtfulness along with genuine and thoughtful active listening would improve
the various aspects of the relationship building with the child and the grandparent of the
child. Thus, it is more important to develop a positive relationship with the child and the
parent of the child in order to help them feel comforted, secured and also satisfied having
being treated well and professionally by the educator in the early life education centre and
this would motivate both of them to build trust, belief and faith from their side while

FAMILY CENTERED PRACTICE
2
receiving educational and also social support for the child, from the early life education
centre.
Response to question 2:
As an educator, firstly it is very important to support the views of the children’s
parents that according to them, is the best for their child. As an educator, my image of the
family firstly should not have any bias and secondly, should not have any negative perception
about the family. My overall image of the family is that the four year old child is too young to
be supported by her grandmother and it takes more than normal efforts, in her age to raise a
very young child. Thus, while it is very critical to understand that the symptoms as mentioned
by the other educator is that Diana has issues with hearing, standing or sitting still in one
place and is very overactive during the activities – is indicative of attention deficit
hyperactivity disorder (ADHD) and according to Vygotsky’s stages of development, it is
highly important that the more knowledgeable others ( that is the parents and the elders of the
child, the teachers and educators of the child) comes forward to shape the educational and
sociocultural developmental experience of the child in a pertinent manner. Thus as an
educator, having an image of strong resilience being shown the child and the grandmother
under adverse circumstances (at both family, environmental and psychosocial level) – I
would like to use the same to strengthen the bond between me, child and the grandmother.
Thus, the strategies would accommodate special attention to the social adjustment and
emotional development to the child and the teaching strategy would also incorporate
counselling sessions with the grandparent in order to help the academic and social
development of the child at home environment (Hiebert-Murphy, Trute & Wright, 2016).
Response to question 3: