Danielle Herrera ECE 497 Instructor: Kara OBrien March 9, 2014

Early childhood, ages 4-7 years: This is were they start to experience many changes. Their cognitive development start to develop. They start to change their beliefs into more about magical creatures and events (berk, 2013). This also the stage were they know that make believe is more representational activities ( berk, 2013).
Middle childhood, ages 7-11 years: At this age this is were there cognitive development start to develop more strongly. This is were they start to have a more organized thinking of concrete information (berk, 2013). They start to be more involved in conversations. They also start to experience more spatial thinking (berk, 2013).

Always guide the children to fellow what interest them.

Encourage children to make their own decisions. I will always provide activities and learning tools that will keep their interest in the learning process. I will help the children with the process of their cognitive, social, emotional, physical development. I will always be there for the children and I will also listen to the children needs. I will always make sure to be a supportive teacher to the children and their parents. I will provide a lesson plan that will be visually display, this way parents are able to view what their children are learning.

cognitive refers to the inner process and product of the mind that lead to knowing. The type of activities that would include is all mental activities such as remembering , symbolizing, categorizing, planning, reasoning, problem solving, creating and fantasizing ( berk, 2013). These are all things that middle and early childhood age start to develop.

Mesosystem: The second level of bronfenbrenners model, the mesosystem, encompasses connection between Microsystems, such as home, school, neighborhood and child care center ( berk, 2013). The interaction with children is not all about the classroom but it also has to happen in the home environment. The academic process also highly depends on the parents involvement in the school setting but also in the home environment ( berk, 2013). The type of interaction that they experience at home, will affect the experience in the classroom. Also depending on the type family, community that they come from can affect their learning process. In our text it stated parents that face with financial and other stressors are less likely to encourage their children to participate ( berk, 2013).

When parents are more involved in a child's life, it will make the child more successful in their education. When parents are involved it shows the child that their parents care for them. Then the child will want to do great in their education and in life. They will be more aware of family supervision and they will respect their parents. When parents show a good and positive environment such as good habits, values, then the child learning process will have a success process (Epstein, J). As teachers we need to understand more about the families background , culture, concerns, goals, needs and views, which will help figure out ways to implement the cultures of the families. Once we figure out everything, then we can have events that will be suitable for everyone needs. This way the school and the community could interact with each other.

Implements:

When having conferences with parents once a year it gives the parents and teachers the opportunity to talk to each other about how to improve the childs development.
When having a communication relationship with both parents and the children, it helps the process of the child learning because the teachers and parents are able to make plans and goals for the child, so that they are successful (Epstein, J). Teachers can have yearly conferences, so that they can decided on ways to better the childs education and their life. Having fun school event will help the parents get together to communicate with each other.

Implements:

When parents volunteer for schools, it helps the development of their children language. They are able to develop their skills of communicating with adults.
When parents volunteer it helps with their learning skills because parents are there interacting with the learning process. They learn about their surroundings. The school will find great ways to have parents volunteer in their children education. Such as scheduling time during the day for the parents to come in and help out. The schools are aware the parents abilities.

Implements:

When children experience learning at home, they gain the skills, abilities and test scores that is linked to homework and classroom work (Epstein, J).
When they experience a learning home environment, they may have a more positive attitude towards school work. They will also think of their parents as teachers. The children will want to work. Teachers should have homework that can involve the parents. Have students take books home, so that they can read to their parents, which the parents have to sign a form each night.

Implements:

When it comes to decision making it is very important to let children make some decisions. When parents let their children make some decisions, it helps with their language development and cognitive development. They learn how to be more reasonable with their own decisions.
Permit the child to make their own decisions in accord with readiness ( berk, 2013).

Implement:

It will help with the enhance of skills and talents through enriched curricular and extra curricular experience (Epstein, J).
They will be more of aware of future career and education. They will have more opportunities. Have event nights that teachers can involve parents and students to get together to learn about each other and it will also help with learning about different cultures.

Implements:

Berk, L. E. (2013).Child development. (9th ed.). Upper Saddle River, NJ: Pearson.
Bronfenbrenners Microsystems and Mesosystems. Retrieved from http://www.vvc.edu/academic/child_development/droege/ht/c ourse2/faculty/lecture/cd6lectmicro.html

Epstein, J (2013). Epstein's Framework of Six Types of Involvement. Retrieved from http://www.unicef.org/lac/Joyce_L._Epstein_s_Framework_of_S ix_Types_of_Involvement(2).pdf