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 puerility practice. The author believes that t apieceers engage a authority in discovering and split family systems to maximize childrens abilities. on that pointfore, early childhood teachers should consider these characteristics to help decide the scoop approach for students.The starting signal characteristic is boundaries. There are two kinds of boundaries, namely disengaged and enmeshed. The first allows children to decide on their own and study new friends, ideas, and so on but prevail to be unattached while the antithetical s from outside of the family. The second is to a greater extent strict and attached it supports and guides an individual in making decisions, but usually expects greedy conformity with family rules. Considering the strengths and weaknesses of both kinds, the teacher should look on and support family boundaries in order to react a ccordingly to needs.The second characteristic is roles. Family roles stir a significant effect on students behavior. For instance, the eldest child tends to be more mature than new(prenominal)s and play as the peacemaker, helper, etc. Teachers should recognize these roles and provide role contend situations where students can get to play other roles. Also, teachers should make families recognize their students strengths through opus simple notes.The third is rules. Teachers should know family rules of students in order to avoid confusing them with initiate rules. For instance, explain why a sure rule works in inform but not at home, and offense versa. Teachers should have a dictatorial watch in striking a counterweight between both. Also, rules should be stated clear because unspoken rules could lead to failure to attend them.The fourth characteristic is hierarchy. Families observe a certain hierarchy in the house. This points to the great power to decide within a fam ily. Teachers should be sensitive regarding this and observe the effect of family systems of each individual. For example, there are epochs when a child exercises power over others payable to hierarchy experienced at home. Importantly, teachers should qualify activities to make students experience a different hierarchy concept.Another characteristic is climate. This is the aroused 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 chance on 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 ane 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 further be achieved by undergoing changes from time to time. For example, i f a family experiences difficulty because of a daughters illness, parents cannot be focused only on the ill member. They should devote equal time for their other children who equally need help and attention. As professionals, teachers can guide parents to survey 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 aflame development of the students. To effect this, teachers should have willingness, sincerity, and gaze for each student and the family system where they belong. destinationChristian, Linda Garris. (2006). Applying family systems theory to early childhood practice. Retrieved 5 November 2008, from http//journal.naeyc.org/btj/200601/ChristianBTJ.asp