Lincoln Elementary School
By: Fabiola Leon
1. Create and sustain partnerships with families and the community Teachers need to encourage the involvement of each family on a consistent basis. e.g. Experienced teachers know the importance of getting parents involved in childrens education (Santrock, 2009). Parents need to accept that they need guidance from teachers in how to remain productively involved in their childrens education (Santrock, 2009) 2. Explain how these partnerships influence the learning and development of children. A childs academic progress depends not just on activities that place in classrooms but also on parent involvement in school life and on the extent to which academic learning is carried over into the home (Berk, 2013, p27) The earlier in a childs educational process parent involvement begins, the more powerful the effects (Cotton & Wikelund)
Purpose of Presentation
Provide information about different approaches when working with children and families. Provide resources for parents and teachers working with children regarding development. Deliver information about the importance of understanding each stage of child development. Recognize the importance of meeting each childs need. Children development can be influenced by different factors such as gender, culture, early experience, and disabilities (Berk, 2013). Emphasize the importance of partnership between parents, teachers and professionals working with children.
Child Development Professional Role
Lincoln Elementary School focuses on these specific Periods of Development:
Early Childhood Stage Middle Childhood Stage
Includes children from two to six years of age
Early Childhood Stage
Early childhood is a period of incredible creativity, fantasy, wonder, and play" (McDevitt & Ormrod, 2004). Children learn through hands-on approach (example) . Communication and language skills increase drastically and physical changes occur. Teachers and parents need to provide endless opportunities to enhance each area of development and be aware that children at this stage develop out of life experiences and what they hear at home, school, and from their peers. Also, provide lots of time playing outdoors.
Hands-on experiences
Fine Motor, Gross Motor, Social/Emotional, Language and Cognitive
Includes children from 6 to 12 years old
Middle Childhood Stage
Strong social bonds between peers occur, and friendships are a main part of learning. At this stage children think creatively about the world around them and they need to be provided many experiences to explore, discover, question, interact, and learn. (example) Teachers and parents are encourage to celebrate children successes, support their struggles, and encourage the development of their personal best. Children need opportunities to expand their minds, grow socially and develop their self-esteem.
Explore, discover, question, interact, and learn
Bronfenbrenners Ecological System
Mesosystem
The second level of Bronfenbrenner's model that encompasses connections between Microsystems, such as home, school, neighborhood, and child-care center (Berk, 2013). Childrens learning and development is not confined to a single environment setting, but is continually influenced by a dynamic interplay between all those environments inhabited by the child such as home setting and public social settings such as school and neighborhoods where children interact with friends and teachers .
An interrelationship between the school and home environments exist where events at school have an impact on family and events at home have an impact on school.
According to Epstein (2005), there are six types of parents involvement: 1. Parenting 2. Communicating 3. Volunteering 4. Learning at Home 5. Decision Making 6. Collaborating with community Epstein states: "There are many reasons for developing school, family, and community partnerships. The main reason to create such partnerships is to help all youngsters succeed in school and in later life (MDE, 2001)
Epsteins Types of Involvement
Parenting
Parents play a key role in educating their children. The functions of parenting greatly influence how children develop. The way parents treat their children have an effect on their development. Children can become anxious, have self-esteem problems, disobedient, impulsive, or can become competent adults who have social maturity; are capable of working together with others and are effective decision-makers. Lincoln School can create opportunities to reach parents by organizing workshops and meetings that could provide opportunities to connect with families who are not comfortable coming to school. The school needs to actively seek the attendance of single parents, fathers, working couples, and families whose first language isnt English, and therefore theyre unlikely to participate in events and volunteer activities.
Establishing a parent/teacher relationship is essential in helping children succeed in school. Both, parents and teachers, are great resources to understand children development and outcomes. Children need support and guidance, if parents and teachers create interpersonal connections it is easier to find ways to help children succeed. It is important for parents to let the teacher know you want what is best for your child, as teachers generally want the same for your child. Lincoln School can create opportunities to build better communication between parents and teachers. Strategies include: Phone calls, Parent-Teacher Conference, Video Technology, School Website, Email Translators
Communicatin g
Volunteering
Parent involvement improve children achievement. They not only get to know their children teacher and techniques but also the environment in which their children are learning. When parents volunteer at their children school it gives an understanding of some of the ways in which the curriculum is integrated. It also provides them with techniques designed to assist them in helping their children. Lincoln School can create opportunities for parents to volunteer by inviting them: To school activities, such as lunch visits, assemblies, and concerts. To assist the staff with student school building during the early mornings, after school, and in the lunchroom, to assist in classrooms, to accompany classes on field trips.
e. g. Assist in classrooms
When children see their parents involve in their learning process, they most likely succeed. Also, it allows parents to know their children learning style and better help them achieve their goals. They have more knowledge about the struggles of their children and can better communicate with teachers.
Learning at Home
Parents should be involved and aware of what is going on at school, but not actively completing work for their kids, Dr. Nick Whitehead said. The goal is for children to become independent and self-directed learners, but often that requires guidance from parents. Lincoln School can guide parents to understand their role by helping them: Monitor the stress and frustration, and help their child find solutions. Provide Information on how to assist students to improve skills on various class and school assignments.
e.g. Guidance from parents
No one knows best whats best for their children than parents. Parents should get involve in school decision making to better fit their children needs, improve policies, and connect with other families from the school. Children see parents interest and it increase their self confidence. Lincoln School can involve parents in decisions by allowing them to participate in: Advisory councils or committee, independent advocacy groups to lobby and work for school, offer trainings to enable leaders to serve as representatives of other families, with input from and return of information to all parents. Also, developing parent leaders and representatives.
Decision Making
Collaborating with Community
It is important for children to contribute to service projects and community initiatives, but they learn from example so the best way to instill commitment to service is to start at home. As children grow, you can help them develop empathy and support good causes. Lincoln School can integrate school programs that will give both, parents and students, the opportunity to serve in community activities and should: Assure equity of opportunities for students and families to participate in community programs or to obtain services, offer opportunities to prepare simple bag lunches for distribution at homeless shelters.
References
Cotton, K., Wikelund, K., Northwest Regional Educational Laboratory, School Improvement Research Series. In Parent Involvement in Education. Santrock, John. 2009, Educational psychology. Retrieved: http://highered.mcgraw hill.com/sites/dl/free/0073525820/429579/san25820_ch03_069_112.pdf Michigan Department of Education. WHAT RESEARCH SAYS ABOUT PARENT INVOLVEMENT IN CHILDRENS EDUCATION. Retrieved: http://www.michigan.gov/documents/Final_Parent_Involvement_Fact_Sheet_14732_7.pdf McDevitt, T., & Ormrod, J. (2004). Child Development: Educating and Working with Children and Adolescents (2nd ed.). : Prentice Hall
Berk, L. E. (2013).Child development. (9th ed.). Upper Saddle River, NJ: Pearson.
Merrel, Kenneth (2008). Behavioral, Social, and Emotional Assessment of Children and Adolescents: Chapter 3: Social Contexts and Socioemotional Development. Retrieved: http://highered.mcgrawhill.com/sites/dl/free/0073525820/429579/san25820_ch03_069_112.pdf
