Lincoln Elementary Parent Presentation

Kia D. Weed

ECE497 – Child Development Capstone

Instructor Sandi Levinson

April 28, 2014

Lincoln Elementary School

▪ Children are in the middle childhood period of development– Improved athletic ability; more logical thought processes; mastery of fundamental

reading, writing, math, and other academic knowledge and skills; advances in understanding the self, morality, and friendship (Berk, 2013, p. 6)

▪ Piaget’s concrete operations stage– Flexible, reversible thought concerning tangible objects and events– Less egocentric than preoperational children (Rathus, 2011, p. 196)– Show understanding of the laws of conservation

▪ Erikson’s industry vs inferiority stage– Display an industrious attitude and want to be productive; feel inferior when

criticized or belittled or have few opportunities for productivity (Morrison, 2009, p. 130)

Child Development Professional

As a child development professional it is my job to understand how children grow and behave. The field of child development encompasses many other professions: psychology, sociology, anthropology, biology, neuroscience, education, family studies, medicine, public health, and social services (Berk, 2013, p. 4).

Partnerships

Create & Sustain by:

▪ Providing information to parents about they and other family members can promote appropriate behavior and learning achievement in their children (Wardle, 2013, sect 6.1)

▪ Communicating in various forms: parent-teacher conferences; emails; phone calls; class newsletters

▪ Involve parents and community in social and educational activities such as festivals, support groups, fundraisers, parenting classes (Wardle, 2013, sect 6.1)

▪ Influence Learning

▪ Partnerships with families and the community can influence learning and development by providing children the opportunity to socialize with different cultures; engage in different physical activities, and exposure to different occupations.

Bronfenbrenner’s Mesosystem

▪ The mesosystem encompasses the connections between home, school, neighborhood, and childcare center (Berk, 2013, p. 27).

▪ For example, a child’s 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, p. 27).

Types of Involvement - Parenting

Help all families establish environments to support children as students (Epstein, n.d.).

▪ Parents are a child’s first teacher; therefore you are their biggest influence. When you set a good example your children are likely to follow it. Instill in them the importance of being social beings; being active; and practicing good study habits.

▪ This stage of development sets the stage for how children learn and develop later.

What we will do…

▪ Host parent workshops/programs that teach you about parenting, health, nutrition, and how to assist your child with homework.

Types of Involvement - Communicating

Design effective forms of school-to-home communications about school programs and children’s progress (Epstein, n.d.).

▪ When there is effective communication between home and school the child has a better chance of performing better in both environments. This open line of communication provides families and teachers the opportunity to identify where children are exceling and where help is needed.

What we will do…

▪ Schedule a parent-teacher conference every grading period or as needed, for your convenience.

Types of Involvement – Volunteering

Recruit and organize parent help and support (Epstein, n.d.)

▪ When parents and family members volunteer children gain a sense of pride and tend to perform better in school.

What we will do…

▪ Implement a school and classroom volunteer program that allows you to help teachers, administrators, students, and other parents (Epstein, n.d.)

Types of Involvement – Learning at Home

Provide information and ideas to families about how to help students at home with homework and other curriculum-related activities, decisions, and planning (Epstein, n.d.)

▪ When you are able to help your child with school work at home it not only boosts their confidence in learning but also provides quality family time.

What we will do…

▪ Send home tip sheets and fun activity ideas that relates directly to learning assignments, as well as places in the community that contribute to the lesson.

Types of Involvement – Decision Making

Includes parents in school decisions, developing parent leaders and representatives (Epstein, n.d.).

▪ Being involved in decision making contributes to a child’s learning and development because parents are directly involved with issues that pertain to curriculum, activities, safety, and personnel.

What we will do…

▪ Have active PTA/PTO , advisory councils, or committees for parent leadership and participation (Epstein, n.d.)

Types of Involvement – Collaborating with Community

Identify and integrate resources and services from the community to strengthen school programs, family practices, and student learning development(Epstein, n.d.)

▪ This involvement influences learning and development by exposing students to new skills and information, while also affording them the opportunity to think about future careers and learn about their community.

What we will do…

▪ Set up a junior achievement program that invites community business owners into the classroom to teach the students about various businesses.

References

Berk, L. E. (2013). Child development. (9th ed.). Upper Saddle River, NJ: Pearson

Epstein, J. (n.d.). Epstein’s framework of six types of involvement. Retrieved from http://www.unicef.org/lac/Joyce_L._Epstein_s_Framework_of_Six_Types_of_Involvement(2).pdf

Morrison, G. S. (2009). Early childhood education today. (11th ed.). Upper Saddle River: Pearson

Rathus, S. A. (2011). CDEV 2010-2011 Edition. Bellmont, CA: Wadsworth CENGAGE Learning

Wardle, F. (2013). Collaboration with families and communities. San Diego, CA: Bridgepoint Education, Inc.