Partnering with the

Community
Relationships Matter!
Middle Childhood (Ages 6 to 11
years)
 Children learn more about the
outside world.
 Children learn about
responsibilities that will lead
them into adulthood.
 Children experience improved
athletic skills and participate in
organized games.
 Mastery of core academic skills.
 Advances in the self, morality,
and friendships.


Importance of the Child
Development Professional
 The child development professional focuses on the
critical importance of children’s early development to
their later learning. This includes, but is not limited
to:
 The country’s need for high-quality care for all
children.
 The need for early childhood educators to
promote the readiness of young children.
 Recognition that interest and skills in science,
mathematics, and technology need to be fostered
early in childhood and then expanded in the K–12
period.
 Recognition of the need for a scientifically,
technologically, and mathematically skilled
workforce for the future.
 Parenting
 Promote and foster parenting skills to
develop home environments that support
children as students.
 Communicating
 Establish regular and meaningful two-way
communication between home and
school.
 Volunteering
 Welcome, value and recruit parental
support and assistance in school
activities.
 Learning at Home
 Families/parents play an integral role in
assisting student learning.
 School Decision Making
 Include parents in school decisions and
develop parent leaders and
representatives.
 Collaborating with the Community
 Identify and use community resources
and services to strengthen schools,
families, and student learning and
development
 (National Center for School Engagement,
2005).





What Research Says
about Relationships
6 Types of
Relationships
Parenting
Communicating
Volunteerin
Learning at
Home
School
Decision
Making
Collaborating
with the
Community
Parenting
 Parenting influences a child’s learning and
development by awareness of and respect for
parents, positive personal qualities (habits, beliefs),
balance of chores, homework, and other activities,
good attendance, and awareness of the importance
of school.
 How can we assist this relationship in our school
now?
 Parent education and training courses (ESL, GED, college
credit courses, family literacy)
Communicating
 Communicating influences a child’s learning and
development by awareness of own progress of
actions needed to maintain/improve grades,
understanding of student conduct policies, informed
decisions about courses and programs, and
awareness of own role in partnerships.
 How can we assist this relationship in our school
now?
 School could implement language translators to
assist families.

Volunteering
 Volunteering influences a child’s learning and
development by skill in communicating with adults,
increased learning of skills that attention from
volunteers, and the awareness of skills, talents,
occupations, and contributions of volunteers.

 How can we assist this relationship in our school
now?
 A school and classroom volunteer program,
annual postcard survey to identify available
talents and times for volunteers

Learning at Home
 Learning at home influences a child’s learning and development by
gains in skills, abilities and test scores at school, homework
completion, positive attitude toward school, sees
parents/teachers/school as similar to one another, and self-concept of
ability as a learner.
 How can we assist this relationship in our school now?
 Regular schedule of homework that requires students to discuss
and interact with families on what they are learning in class.
 Calendars with activities for parents and students at home.
 Family math, science, and reading activities at school.
 Summer learning packets or activities.
 Family participation in setting student goals each year and in
planning for college or work.

Decision Making
 Decision making influences a child’s learning and development
by awareness of representation of families in school decisions,
understanding that student rights are protected, and benefits
linked to new policies enacted by parents and experienced by
students.

 How can we assist this relationship in our school now?
 PTO
 Information on elections for school representatives
Collaborating with the
Community
 Collaborating with the community influences a child’s learning
and development by – increased talents through extracurricular
activities, awareness of careers and options for future, and
benefits linked to community interactions.

 How can we assist this relationship in our school now?
 Information for students and families on community health,
cultural, recreational, social support, and other programs or
services
 Information on community activities that link to learning
skills and talents, including summer programs for students.


Bronfenbrenner’s
Mesosystem
 Urie Bronfenbrenner’s ecological systems theory views the child as developing inside a
complex system of relationships affected by different levels of the surrounding environment
(Berk, 2013, p. 26). The mesosystem level of Bronfenbrenner’s theory includes the
connections between microsystems such as home to school, school to neighborhood,
neighborhood to home, etc.
 Important interactions within the mesosystem for the students in this school include
relationships between:
 Childcare centers
 Childcare information and referral agencies
 Kindergarten and pre-kindergarten programs
 Head start
 Parent organizations
 Family resource centers and family support programs
 Service centers, nature centers, and museums
 Libraries
 Health clinics and public health agencies
 Schools
 Television
 Internet
 Voluntary groups
 Newspapers and other media




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
 National Center for School Engagement. (2005). What research
says about family-school-community partnerships. Retrieved
from http://www.ndpc-
sd.org/documents/2012ITS/family_school_community_partners
hips.pdf