Applying Family Systems Theory to Early Childhood Practice Essay

In this article, Christian (2006) discusses the six characteristics of family systems germane(predicate) to early childhood practice. The author believes that instructors harbour a role in discovering and improving family systems to maximize childrens abilities. Therefore, early childhood t for each oneers should consider these characteristics to assist decide the best approach for students.The first characteristic is boundaries. There are two kinds of boundaries, namely disengaged and enmeshed. The first departs children to decide on their own and get hold of new friends, ideas, etc. but tend to be un inclined bit the former(a) s from outside of the family. The second is more strict and attached it supports and guides an individual in making decisions, but usually expects avid ossification with family rules. Considering the strengths and weaknesses of both kinds, the teacher should respect and support family boundaries in order to oppose accordingly to needs.The second cha racteristic is roles. Family roles have a signifi corporationt entrap on students behavior. For instance, the eldest child tends to be more mature than others and shimmer as the peacemaker, helper, etc. Teachers should recognize these roles and provide role playing situations where students can get to play other roles. Also, teachers should make families recognize their students strengths through makeup simple notes.The third is rules. Teachers should know family rules of students in order to avoid puzzling them with school rules. For instance, explain why a certain rule whole caboodle in school but not at home, and vice versa. Teachers should have a positive outlook in striking a equalizer between both. Also, rules should be stated clearly because unspoken rules could lead to misfortune to obey them.The fourth characteristic is pecking order. Families observe a certain hierarchy in the house. This points to the power to decide within a family. Teachers should be polished re garding this and observe the effect of family systems of each individual. For example, there are seasons when a child exercises power over others due to hierarchy experienced at home. Importantly, teachers should vary activities to make students experience a different hierarchy concept. other characteristic is climate. This is the emotional and physical environment the child has. The role of the teacher is to ensure that the child has a positive climate at home. To do this, they could organize a talk with parents to find out and suggest a better climate parents can offer. Also, the climate in school should allow venue for positive feedback and healthy sensory experiences.The last one is equilibrium. This refers to the wiz of balance within the family. Equilibrium should manifest in all aspects, much(prenominal) as health, emotions, activities, finance, etc. It can only be achieved by undergoing changes from time to time. For example, if a family experiences difficulty because of a daughters illness, parents cannot be focus only on the ill member. They should devote equal time for their other children who equally need care and attention. As professionals, teachers can guide parents to appraise equilibrium in their family.The suggestions the author makes in this article are precise significant. Considering the characteristics mentioned might help each family become more well-knit, thus maximize intellectual and emotional development of the students. To effect this, teachers should have willingness, sincerity, and respect for each student and the family system where they belong.ReferenceChristian, Linda Garris. (2006). Applying family systems theory to early childhood practice. Retrieved 5 November 2008, from http//journal.naeyc.org/btj/200601/ChristianBTJ.asp