Applying Family Systems Theory to Early Childhood Practice Essay

In this article, Christian (2006) discusses the six characteristics of family systems relevant to early childhood practice. The author believes that teachers have a role in discovering and ameliorate family systems to maximize childrens abilities. Therefore, early childhood teachers should consider these characteristics to help decide the best approach for students.The foremost characteristic is boundaries. There atomic number 18 two kinds of boundaries, namely disengaged and enmeshed. The first allows children to decide on their own and make new friends, ideas, and so on but tend to be unattached while the other s from immaterial of the family. The stand by is more than strict and attached it supports and guides an individual in making decisions, but usually expects devouring(prenominal) conformity with family rules. Considering the strengths and weaknesses of both kinds, the teacher should respect and support family boundaries in order to respond accordingly to needs.The s econd characteristic is roles. Family roles have a signifi gouget effect on students behavior. For instance, the eldest child tends to be more mature than others and play as the peacemaker, helper, etc. Teachers should recognize these roles and provide role playing situations where students can lease to play other roles. Also, teachers should make families recognize their students strengths through writing simple notes.The third is rules. Teachers should know family rules of students in order to avoid confusing them with school rules. For instance, explain why a certain rule flora in school but not at home, and vice versa. Teachers should have a positive candidate in striking a balance between both. Also, rules should be stated clearly because unspoken rules could induce to failure to obey them.The fourth characteristic is hierarchy. Families observe a certain hierarchy in the house. This points to the place to decide within a family. Teachers should be sensitive regarding this and observe the effect of family systems of each individual. For example, there are times when a child exercises power over others due to hierarchy experienced at home. Importantly, teachers should veer activities to make students experience a different hierarchy concept.Another characteristic is climate. This is the emotional and physical surroundings 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 and only(a) is equilibrium. This refers to the sense of balance within the family. Equilibrium should manifest in all aspects, such 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 daughter s illness, parents cannot be focused only on the ill member. They should devote equal time for their other children who as need care and attention. As professionals, teachers can guide parents to assess equilibrium in their family.The suggestions the author makes in this article are very significant. Considering the characteristics mentioned might help each family become more well-knit, thus maximizing 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. quotationChristian, Linda Garris. (2006). Applying family systems theory to early childhood practice. Retrieved 5 November 2008, from http//journal.naeyc.org/btj/200601/ChristianBTJ.asp