PRESENTATION TO THE LINCOLN ELEMENTARY SCHOOL PARENTTEACHER ORGANIZATION Michele Vicua ECE497: Child Development Capstone course (CNM1412A)

INSTRUCTOR: KAREN FOSTER April 21, 2014

SESSION OBJECTIVE
How to create and sustain successful partnerships with families and the community. The importance of these partnerships and how they influence the learning and development of children.

PERIOD OF DEVELOPMENT

PK to Frist Grade Early childhood: from 2-6 years old Body becomes longer and leaner; motor skills refinement; children become more self controlled and self sufficient. Make believe play blossom, supporting every aspect of psychological development. Thought and language expand; a sense of morality becomes evident, and children establish ties with peers (Berk, 2013)

Child Development Theories

(Impact of Special Needs, n.d) Retrieved April 7,2014 from http://impactofspecialneeds.weebly.com/bronfenbrennerrsquos-ecological-systems-theory.html

PERIOD OF DEVELOPMENT

First to Fifth Grade Middle Childhood: from 6 to 11 years. Learn about the wider world and master new adult like responsibilities. Hallmarks of this period are improved athletic abilities; participation in organized games; more logical thought process; mastery of fundamental reading, math and other academic skills (Berk, 2013)

PERIOD OF DEVELOPMENT

6th grade: first grade middle school Adolescence: from ages 11 to 18 years. This age is characterized as the stage that initiates the transition to adulthood. The act of phase of Puberty leads to an grown body and sexual maturity. School efforts are incr3easingly focused toward higher education and working world. Young people strive for autonomy and self direction (Berk, 2013).

The wheel of child development

(U.S Department of Health and Human Services, 2011) Retrieved April 6, 2014 from http://www.education.com/reference/article/head-start-child-development-framework/

ROLE OF CHILD DEVELOPMENTAL PROFESSION

Child Development is an area of study that is devoted to understanding constancy and change from conception through adolescence. It is part of a larger interdisciplinary field known as developmental science, which includes all changes we experience in our lifetime (Lerner, 2006) Describe and identify those factors that influence the consistencies and changes in young people during the first two decades of life (Berk, 2013)

Adolescence from ages 11 to 18 years old.

(Burko, 2013) Retrieved from April 7, 2014 from http://edublog.cmich.edu/burko1sk/2013/01/29/athousand-words-about-child-development/child-development/

PRESENTATON RATIONAL

Dynamic Systems Perspective and Ecological Systems Theory support my underlying philosophy of Child Development. Childs mind, body and physical and social worlds form an integrated system that guide mastery of new skills. Bi-Directional reactions to others in environment It is dynamic and constantly in motion. A change in any part of it disrupts the current organismenvironment relationship. Children master life and learning skills in unique ways. Child Development is not a single line of change (Fisher & Bidell, 2006) (Berk, 2013)

MESOSYSTEM (Bronfenbrenner)

Consists of the links between microsystems (home, school, neighborhood and childcare center). Academic progress depends on activities in the classroom and at home (Gershoff & Aber, 2006) Music, sports, religious youth groups, specialinterest clubs and other enrichment activities contribute to positive development, including selfesteem and school achievement and responsible social behavior (Barners et al., 2007; Kerestes & Youniss, 2013). Enrichment and developmental-enhancing activities must be available to all children (Berk,

EPSTEINSS TYPES OF INVOLVEMENT (PARENTING)

Help all families establish home environments to support children as students. Students receive: respect for parents and positive personal qualities, habits, beliefs and values; Balance between home, chores and school; good school attendance and teaches the importance of school. The school should provide parent education and other courses for parents (GES, ESL, Family literacy) (Epstein, n.d).

Epsteins Parenting Involvement

(Virginia Beach City Public, 2013) Retrieved April 7,2013 from http://www.vbschools.com/volunteers/parent_involvement/national%20network%20of% 20partnership%20schools.asp

EPSTEINS TYPES OF INVOLVEMENT (COMMUNICATING)

Design effective forms of school-to-home and home-school communications about school program and childrens progress. Children receive: awareness of their progress and school expectations; understanding of polices on behavior, attendance and other areas of school conduct; decision-making skills; self-responsibility as partner and communicator. The school should provide language translators as needed (Epstein, n.d).

EPSTEINS TYPES OF INVOLVEMENT (VOLUNTEERING)

Recruit and organize parent help and support. Children receive: communications skills; increased learning through tutoring or targeted attention form volunteers; appreciation of many skills, talents, occupations, and contributions of parents and other adult volunteers. School and classroom volunteer programs should be supported to assist teachers, administrators, students and other parents (Epstein, n.d).

EPSTEINSS TYPES OF INVOLVEMENT (LEARNING AT HOME)

Families receive: information and ideas on how to help students at home with homework and other school related activities, decisions and planning. Children receive: gains in skills, abilities and test scores linked to homework and classwork; homework skills; self esteem towards school work; improved view of parents; improved selfconfidence. The school should implement family math, science and reading activities at school

EPSTEINS TYPES OF INVOLVEMENT (DECISION MAKING)

Parental involvement in school decisions, developing parent leaders and representatives. Children receive: awareness of family involvement n in school decisions; understanding that student rights are protected; specific benefits linked to policies enacted by parent organizations and experienced by students. The school should implement a PTA/PTO or other similar organization (advisory council or committee) (Epsteins, n.d).

EPSTEINS TYPES OF INVOLVEMENT (COMMUNITY COLLABORATION)

Resources and services are identified and integrated from the community to strengthen school programs, family practices and student learning and development. Children receive: increased skills and talents through enriched curricular and extracurricular experiences; awareness of careers and options for future education and work; community alignment. The school should provide information on activities that link to learning skills and talents, including summer school programs for students

Epstein Model

(Joyce Epstein, PHD,2013) Retrieved April 6, 2014 from http://www.naperville203.org/parents-students/EpsteinModelPS.asp

POINTS OF INTEGRATION

Successful education of our children requires the support and cooperation of the parents, school and larger community. All three elements must work to compensate for gaps that may exist in the school, home or community. Positive interventions include parental education, tutoring and classroom assistance as well volunteer/community involvement (Berk, 2013) (Epstein, n.d)

POINTS OF INTEGRATION

Our adopted theories of Child Development both center on the nature and nurture perspective. Acceptance that there are many possible courses of development for children. Early and later experiences are important. Integrated systems and the environment form key elements that impact development. Application must applied on a case by case basis. (Berk, 2013)

CONCLUSION

Thanks for your support and attention. Our students represent three periods of development. Our goal is to provide the most enhanced and effective educational experience for the children at Lincoln Elementary School. Our approach is supported by respected educators and is applied across many diverse educational settings. I am confident that you will be pleased with our efforts as well.

REFERENCES

Barnes, G.H.., Hoffman,J.H., Welte, J.W. Farrell, M.P. & Dintcheff, B.A. (2007) Adolescents time use: Effects on substance use, delinquency and sexual activity. Journal of Youth and Adolescence, 36; 697 - 710. Berk, Laura, E. (2013). Child Development. Pearson Education Inc. One Lake Street, Upper saddle River. New Jersey. 07458 Burko, Samantha. (2013). A Thousand words about Child Development. Child Development. Just another education blog. Rehttp://edublog.cmich.edu/burko1sk/2013/01/29/athousand-words-about-child-development/child-development/ Fischer, K.W. & J. Bidell, T.R. (2006). Dynamic development of action and thought. In R.M. Lerner (Ed). Handbook of Child Psychology: Vol. 1. Theoretical models of human development (6th ed. P 313-399). Hoboken, New Jersey. Wiley. Lerner, R.M. (2006). Developmental science, developmental systems and contemporary theories of human development. In R.M. Lerner (ed) handbook of child psychology, Vol. 1. Theoretical models of human development (6th edition pp 1-17). Hoboken, new jersey. Wiley Fischer, K.W. & J. Bidell, T.R. (2006). Dynamic development of action and thought. In R.M. Lerner (Ed). Handbook of Child Psychology: Vol. 1. Theoretical models of human development (6th ed. P 313-399). Hoboken, New Jersey. Wiley. Gershoff. E.T. & Aber, J.L. (2006). Neighborhoods and schools: Contexts and consequences for the mental health and risk behaviors of children and youth. In I. Balter & C.S. Tamis-LeMonde (eds). Childhood psychology: A handbook of contemporary issues. (2nd ed. Pp. 611-645). New York Psychology Press.

REFERENCES

Epstein, L. J. (n.d). Epsteins Types of Involvement. Ph.d et. Partnerships Center for the Social Organization of Schools. 3505 North Charles Street, Baltimore, MD. 21218-3843 Impact of Special Needs. (n.d). Bronfenbrenners Ecological System Theory. Weebly. http://impactofspecialneeds.weebly.com/bronfenbrennerrsquos-ecological-systems-theory.html Joyce Epstein, PHD. (n.d.) School, Family, and Community Engagement [Video file]. Retrieved from http://uscenter.savethechildren.org/SitePages/Speaker%20Series%20Epstein.aspx Joyce Epstein, PHD. (2013). Epstein Model. Naperville Community Unit School District 203. Naperville Illinois. Retrieved from http://www.naperville203.org/parentsstudents/EpsteinModelPS.asp Kerestes, M., & Younis, J.E. (2003) Rediscovering the importance of religion in adolescent development. In R.M. Lerner, F. Jacobbs, & D. Wertlieb (Eds). Handbook of applied developmental science (Vol 1, pp 165-184) Thousand Oaks, CA: Sage Lerner, R.M. (2006). Developmental science, developmental systems and contemporary theories of human development. In R.M. Lerner (ed) handbook of child psychology, Vol. 1. Theoretical models of human development (6th edition pp 1-17). Hoboken, new jersey. Wiley U.S Department of Health and Human Services. (2011). The Head Start Child Development and Early Learning Framework. Department of Health and Human Services. Education.com. Retrieved from http://www.education.com/reference/article/head-start-child-developmentframework/ Virginia Beach City Public School. (2013). Network of Partnership Schools. Retrieved from http://www.vbschools.com/volunteers/parent_involvement/national%20network%20of%20partner ship%20schools.asp