Program of the Future

Program of the Future UNITED WE STAND! Program Highlights:
The explanation of the differences in school performance lies in the difference in life experiences between groups.

PROGRAM OF THE FUTURE:
CONNECT CHILDREN 6-12 YEARS OLD FROM DIFFERENT BACKGROUNDS

Summary:
Collaborate with students, teachers, parents, and Child Study Team members to address educational and social-emotional concerns of children and their families from multicultural backgrounds. The worlds in which children of different cultural and socioeconomic groups live do not encourage the same beliefs and attitudes, nor do they emphasize the same skills. By ignoring the differences between children - their experiences, their beliefs, their traditional practices - schools limit their own ability to educate these children. Children from minority families have been judged to be inadequate because they are not already familiar, nor do they easily learn the school curricula. How often inadequate communication, inaccurate assessment, and inappropriate education are the inevitable results, with minority children labeled as “delayed” and their families labeled as “dysfunctional” because they have different resources, lifestyles, and belief systems. (Bowman, 1994)

The parents role is to mediate social situations for young children, helping them transfer what they know and can do from one context to another. By providing emotional support, by reminding them of what they already know, by defining the similarities between social situations, and by modeling appropriate behavior, families help children use their skills and acquire new ones. When the social distance between families and the school prevents parents from providing this type of support, children's emotional resiliency is diminished. When children do not have the support of important caregivers, they must use their school time trying to figure out for themselves the new rules of social engagement. They may spend their time in class trying to test the teacher's limits and elicit a response from the teacher, instead of learning the content of the lesson. (Bowman, 1993). Develop the child from within. Help them to find and excel at what they are naturally good at, and then they will achieve the sense of purpose and industry on which everything else can then be built. Early intervention has a greater chance of preventing later academic and social problems because it prevents the cascading of cumulating risk factors. Goals:
• To prevent and reduce aggression and behavior problems in young children.
• To promote social, emotional and academic competence in young children. Long Term Objectives
• To prevent delinquency, substance abuse and violence in adolescence
Promoting parenting engagement
• Developing effective communication skills
• Learn how to give and get support
• Anger management
• Depression management
• Adult problem-solving skills

Teach your kids to help others in need
03/29/2024

Teach your kids to help others in need

Dear friends, As we ushered in the new year, we found ourselves facing chall… Marina Mavasheva needs your support for Please help my baby to survive! ❤️

https://gofund.me/e801b89b
02/08/2024

https://gofund.me/e801b89b

Dear friends, As we ushered in the new year, we found ourselves facing chall… Marina Mavasheva needs your support for Please help my baby to survive! ❤️

Merry Christmas to ALL my insta fam!❤️
12/26/2023

Merry Christmas to ALL my insta fam!❤️

06/30/2023
05/27/2023

Cooling air. Cooling pad. Cooling bandana. It’s hot in New York☀️☀️❤️

03/17/2023
09/27/2022

Soo true! Every child is unique! ❤️

Spread the word ! ❤️❤️
09/27/2022

Spread the word ! ❤️❤️

Handle with care note! Such a great idea! 😍

📸 The Organized Preschool Teacher

Please Vote for Louie ! 🙏❤️🙏
02/26/2021

Please Vote for Louie ! 🙏❤️🙏

Louie is a staffy. Smart and kind. Patient and compassionate. Funny and nice. Like to run play give kisses and to be loud. HE IS THE BEST

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