Interactions with Children, Families and Communities

What do high quality caregivers, teachers and administrators need to know?

Pathways Core Knowledge Areas are distinct categories of study that prepare early childhood professionals to facilitate children’s learning and development.  For each Core Knowledge Area, there are competencies defining a progressive attainment of understanding, knowledge and skills  As early childhood professionals advance in their careers, the content (competency objective) of the training will become more advanced based on what the professional needs to know at his/her level of experience.Alabama Pathway has adopted eight (8) Core Knowledge Areas with related basic, intermediate and advanced competencies.

Core Knowledge Area:

Interaction with Children, Families and Communities: Understand and value the importance and complex characteristics of children’s families and communities; know how to establish supportive relationships with children guiding them as individuals and as members of a group; know how to create respectful, reciprocal relationships that support and empower families to be involved in their children’s development and learning; know how to work collaboratively with families, agencies, and organizations to meet children’s needs and to encourage community involvement with early childhood care and education.

Rationale: In early care and education programs, the staff is committed to a family centered philosophy.The program  maintains an open,friendly,cooperative and informative partnership with each child’s family, encourages family involvement and supports the child’s relationship with his or her family,taking in to account the various languages and cultures used by families in the community.


ICFC-1 Demonstrates a developing awareness of partnerships with families by welcoming parents and visitors to the program at all times and encouraging parents to be involved in the program.

ICFC-2  Demonstrates developing awareness of working with families and communities by using effective communication skills when dealing with children,families,staff,other professionals and community resources.

ICFC-3  Demonstrates a developing awareness of families and communities by acceptance of the cultural and individual diversity of each child.



ICFC-4  Demonstrates an open, friendly and cooperative partnership with each child’s family by planning opportunities and encouraging their involvement in the program, supporting the child’s relationship with his or her family and providing information to parents about child growth and development.

ICFC-5   Demonstrates knowledge of cultural and individual diversity topics and issues including class,age,ethnicity,race,gender,disabilities and religious practices by planning programs that are culturally and individually diverse and reflective of families enrolled in the program.

ICFC-6   Demonstrates knowledge of working with parents  cultural differences and understanding how they influence child-rearing practices.

ICFC-7   Demonstrates partnering with families by understanding and accepting literacy as a family issue and the role of family members in teaching and supporting learning in their children.

ICFC-8   Demonstrates knowledge of the criteria for judging a curriculum’s sensitivity to diversity by using techniques to evaluate the curriculum.


ICFC-9   Demonstrates knowledge of the developmental stages of parenting and how it effects growth and development of children, influencing communication, relationships and parenting decisions,by implementing parenting support services for families.

ICFC-10  Demonstrates an understanding of the current issues in work and family life and their influence on communication,relationships and parenting decisions by planning informational and supportive programs that meet the needs of working families.

ICFC-11  Demonstrates an understanding of the extended family and the role of institutions and other groups in supporting children and families by working closely with the child’s extended family and/or other institutions with relationships to the child.

ICFC-12  Demonstrates knowledge and consideration of children’s individual characteristics and their family culture by incorporating information about themselves and their culture into developmentally appropriate curriculum, encouraging self-pride rather than superiority, and an ease and regard for human differences.

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