would we want to use the teaching cycle that is in the WMELS book?

I'm not sure a picture of a woman yelling is the best representation of advocating? This image isn't included in the image reference section.

ChatGPT generated image: https://chatgpt.com/s/m_68505d3b85c88191b2cf96232297b9c3

There is a Draft Revision of the Code of Ethics for Early Childhood Educators. The statement of commitment has been revised. https://www.naeyc.org/resources/position-statements/code-of-ethics

Well written. You took a complex system and clearly explained it. I like the classroom graphics as well.

and emotional care

bold this s

care or childcare

Edit- The type of early childhood education setting a child attends plays a crucial role in shaping their development.

childcare vs. daycare

add socioeconomic status

Edit- The essential work of all early childhood educators is to give children the courage, confidence, and competence to understand who they are—both as individuals and as members of society.

Can we use the term childcare vs. daycare?

fix the link in Portage county. The n is missing in Human

Link the Department of Children and Families Website https://dcf.wisconsin.gov/#top

They can read up on assistance programs

I would add voting in local, state, and national elections. Link the site https://myvote.wi.gov/en-us/

Should this be in bold font as well?

Again, great way to show readers what this looks like.

This is a great way to show what the progression could look like!

I think it is important to highlight that cultural sensitivity extends beyond ethnicity or national origin. I see too many students who make that assumption and don't consider family structure and roles, socioeconomic status, language and communication style, religious or spiritual beliefs, disability and neurodiversity, regional or community, gender identity and expression as all defining 'culture'.

Are there any resources we could link that educators could use to find common phrases in various languages? ChapGPT lists: Tatoeba, Talking Points, Digital Dialects, Bee Bilingual. I am unsure how simple these are to use.

Again- give some context to what these hidden rules are. Example: Hidden rules of socioeconomic status (SES) refer to the unspoken norms, expectations, and communication patterns that differ between social classes. These often surface in conversations between parents and teachers and can lead to misunderstandings, misjudgments, or strained relationships if not acknowledged and addressed with sensitivity.

Here are key hidden rules of SES that may influence parent-teacher conversations:

1. Language Use and Communication Style Lower SES: May use more casual, relational, or narrative language; conversations may feel more personal or emotionally expressive.

Middle/Upper SES: Tend to use more formal, abstract, or information-focused language; may expect "professionalism" in tone.

Impact: Teachers may misinterpret informal communication as lack of seriousness or disengagement, while parents may perceive formal language as cold or condescending.

1. View of Authority and Expertise Lower SES: May see the teacher as the ultimate authority and hesitate to question or challenge them, even when confused.

Middle/Upper SES: Often feel more comfortable questioning teachers or asserting their child’s needs.

Impact: Teachers may assume silence equals understanding or agreement, missing opportunities for true collaboration.

1. Concept of Time and Scheduling Lower SES: May operate with more flexibility or present-oriented time due to shift work or unpredictable life demands.

Middle/Upper SES: Tend to prioritize schedules and long-term planning.

Impact: Missed meetings or late arrivals might be interpreted by teachers as disinterest rather than logistical challenge.

1. Role of Education Lower SES: May see education as the teacher’s responsibility; parents support at home but don’t interfere.

Middle/Upper SES: Often view themselves as co-educators and expect to be deeply involved.

Impact: Teachers may label lower-SES families as "uninvolved" when their actions reflect a different cultural understanding of roles.

1. Problem-Solving Approaches Lower SES: May rely on interpersonal or community support and may expect schools to “fix” problems.

Middle/Upper SES: May research options independently and propose solutions.

Impact: Teachers may interpret differences in advocacy style as lack of concern or overstepping.

1. Expectations for School Communication Lower SES: May expect direct, clear instructions; may be overwhelmed by long or jargon-heavy messages.

Middle/Upper SES: May expect detailed explanations and frequent updates.

Impact: Communication mismatch can cause confusion or frustration on both sides.

Understanding these hidden rules helps teachers engage families more effectively, build trust, and avoid bias.

Scenario: A Parent-Teacher Miscommunication Ms. Alvarez, a preschool teacher, is meeting with Mrs. Davis, the mother of a 4-year-old named Malik. Mrs. Davis works a night shift and missed the last two parent conferences. She arrives late for today’s meeting, wearing her work uniform and visibly tired.

During the meeting, Ms. Alvarez shares concerns about Malik’s language development. She uses terms like "expressive vocabulary" and "developmental benchmarks." Mrs. Davis listens quietly, nods occasionally, but doesn’t ask any questions. Ms. Alvarez interprets this as disinterest or a lack of concern.

Later, Mrs. Davis tells a friend she didn’t understand most of what was said but didn’t want to seem rude or challenge the teacher. She also says she thought the teacher would “take care of it” because that’s her job. She genuinely wants to help Malik but feels unsure how.

Analysis: Hidden Rules at Play Language Use: Ms. Alvarez uses professional jargon; Mrs. Davis doesn't feel equipped to respond.

View of Authority: Mrs. Davis defers to the teacher's expertise, not realizing her voice is welcome and needed.

Concept of Time: Mrs. Davis’s late arrival is due to job constraints, not a lack of commitment.

Role of Education: Mrs. Davis expects the teacher to lead; Ms. Alvarez expects shared responsibility.

Communication Style: Ms. Alvarez expects questions; Mrs. Davis shows agreement by listening quietly.

Reflection Questions for Students What assumptions did Ms. Alvarez make about Mrs. Davis’s engagement or concern?

What might Mrs. Davis have needed to feel more comfortable asking questions or expressing her thoughts?

How could Ms. Alvarez adjust her communication to be more inclusive and supportive?

If you were Ms. Alvarez, how would you follow up after this meeting?

How can understanding hidden SES rules help you become a more effective and empathetic educator?

This is a huge piece that might be helpful to address in the chapter. Defining what 'hidden-rules' are, with examples would be valuable.

Questions to Reflect: Do you check for understanding without making a family feel uncomfortable or judged?

Are you respectful in your interactions with families who have lower cognitive or language skills?

This table is an excellent idea, especially as we see younger students with limited communication skills.

I'm not sure about 'winking' though. I think that can leave things open to misinterpretation.

Could this graphic be used or linked? https://www.littlebrainsbigemotions.com/post/trauma-s-impact-on-the-developing-brain

I love the way this chapter has evolved. I am also appreciating the uniform Learning Activities at the end of each chapter.

Love this!

Rephrase: Malik, who is currently in school, has become increasingly anxious and struggles with his behavior, which may be linked to the absence of a consistent male role model in his life.

add communication skills

The heading is titled what is a family, however the text then jumps to family diversity. I am unsure of the relevance of woman entering the workforce and it's impact on the definition of family. This impacts gender roles, but I don't know that it impacts the definition of family. Suggested edit: What is a Family? The concept of “family” has undergone significant transformation over time, reflecting broader societal, cultural, and legal changes. Traditionally, family was narrowly defined as a nuclear unit—typically consisting of a married heterosexual couple and their biological children. However, this definition has expanded in response to shifting social norms, economic factors, and evolving understandings of identity and relationships.

According to Gonzalez-Mena (2017), the definition of family must be inclusive of diverse structures, such as single-parent households, same-sex parents, multigenerational families, blended families, and families formed through adoption or foster care. These variations reflect the real-life experiences of many children and caregivers today. Similarly, Gestwicki (2016) emphasizes that early childhood educators must adopt a broad and flexible understanding of family to build respectful, supportive partnerships with all caregivers, regardless of structure.

This shift in perspective is not just about inclusion—it also aligns with research showing that a child’s sense of belonging, identity, and security is deeply rooted in their family experiences, whatever form those may take (Swick & Williams, 2006). By embracing an expanded definition, educators can better support children’s development and strengthen the home-school connection.

Gonzalez-Mena, Janet (2016). Child, Family, and Community: Family-Centered Early Care and Education (7th ed.). Pearson.

Gestwicki, Carol (2016). Developmentally Appropriate Practice: Curriculum and Development in Early Education (6th ed.). Cengage Learning.

Swick, Kevin J., & Williams, Reginald D. (2006). "An Analysis of Bronfenbrenner’s Bio-Ecological Perspective for Early Childhood Educators: Implications for Working with Families Experiencing Stress." Early Childhood Education Journal, 33(5), 371–378.

parents

parent

Suggested description: Adoptive families are formed when an adult or a couple becomes the legal parent(s) of a child who is not biologically their own. Adoption is a permanent and loving commitment that provides children with stable, nurturing homes. Adoptive families can include parents of any gender, marital status, or background, and children of all ages and cultural identities.

There are many paths to adoption, including domestic adoption, international adoption, and adoption through the foster care system. Some adoptive families may also include biological children, forming blended family structures.

This description doesn't match the others. Consider making the description on the same track as the others? A teen parent is a young person, typically between the ages of 13 and 19, who has become a parent while still in their teenage years. Teen parents often face unique challenges as they navigate the responsibilities of raising a child.

We use the term parent above, here we use caregiver. Could this read Children whose parent(s) are unable to care for them...

Rephrase- Designed for future and current early care and education professionals I feel like this sentence sort of insinuates that childcare professionals aren't educators.