Parent

Presentation
By:Paola Lopez-Morales
ECE497: Child Development Capstone Course
Instructor: Tracy Reed
August 5, 2014
Middle Childhood
development
• Physical developments: growth slows,
strength and athletic skills improve.
Respiratory illnesses are common but
health is generally better than at any
other time in the life span. Cognitive
developments: Egocentrism
diminishes. Children begin to think
logically but concretely. Memory and
language skills increase. Cognitive
gains permit children to benefit from
formal schooling. Psychosocial
developments: Self concept becomes
more complex, affecting self esteem.
Correlation reflects gradual shift in
control from parents to child. Peers
assume central importance
Working together
• My job is to listen to
other people’s
viewpoints, and to
share decision making
provides a necessary
foundation for all
school-family-
community
partnerships. For
example I would
coduct effective
conferences.

• Communicating with
parents when the
student has a problem.
Stay Involve
• There are many reasons for
developing school, family, and
community partnerships. “The many
reason is to create such partnership is
to help all youngsters succeed in
school and in later life”.(Parent
Involvement 1990)
• By interacting with teachers,
administrators, and other parents on a
regular basis, you'll gain a firsthand
understanding of your child's daily
activities
• Remember that volunteering not only
benefits your kids, but will enrich the
classroom, the whole school, and the
entire community by providing
students with positive interaction,
support, and encouragement.


Brofenbrenner’s
Ecological System.
• The mesosystem provides
the connection between
the structures of the child’s
microsystem (Berk, 2000)
Examples: the connection
between the child’s teacher
and his parents, between
his church and his
neighborhood, etc.
Another example is if a
child’s caregivers take an
active role in a child’s
school, such as going to
parent-teacher conference
and watching their child’s
soccer games, this will help
ensure the child’s overall
growth.












Epstein Types of
Involvement

Dr. Joyce Epstein of Johns Hopkins University has developed a framework
for defining six different types of parent involvement. This framework
assists educators in developing and family partnerships programs.
Parenting
• Results For Students
• Awareness of family
supervision; respect for
parents.
• Balance between time
spent on chores, on
other activities and on
homework
• Good or improved
attendance.
• One thing that parents
can implement at
home is starting with
small chores, for
example: cleaning up
the table after dinner.
Communication
• Awareness of own
progress and of actions
needed to maintain or
improve grades.
• Informed decisions about
courses and programs.
• Awareness of own role in
partnerships, serving as
courier and
communicator
• School can have a small
family day event where
parents and kids join
forces to play family
games together and have
a pleasant time.

Volunteering
• Skill in communicating
with adults
• Increased learning of
skills that receive tutoring
or targeted attention
from volunteers.
• Awareness of many skills,
talents, occupations, and
contributions of parents
and other volunteers.
• Schools and the
community can create a
program that gives the
opportunity to volunteer
over the weekends when
parents are not working
by cleaning a park,
helping in a shelter and
things like that.
Learning at home
• Gains in skills, abilities,
and test scores linked
to homework and
classwork.
• Homework
completion.
• Positive attitude
toward schoolwork.
• Self-concept of ability
as learner.
• School should
implement computer
classes that can
educate parents on
house to use the
computer to help their
kids with the basics of
computer, they can
also learn how to
operate the schools
website and learn why
is important.
Decision Making
• Awareness of
representation of families
in school decisions.
• Understanding that
student rights are
protected.
• Specific benefits linked to
policies enacted by
parent organizations and
experienced by students.
• The community and
school can send out
satisfactory surveys of
the things that are
improving or should
improve. This will have a
feeling of decision
making when it comes to
the parents.
Collaborating with
community
• Increased skills and talents
through enriched curricular
and extracurricular
experiences.
• Awareness of careers and
of options fort future
education and work.
• Specific benefits linked to
programs, services,
resources and opportunities
that connect students with
community.
• The community or the
school can have once a
month workshops where
parents participate to teach
other parents about certain
skills they have and they can
share alone with the
community. For example if
i’m an artist I can probably
do a night of painting with
kids and parents and just
teach them the basics.
Resources
• Bronfenbrenner, U. (1990). Discovering what families do. In
Rebuilding the Nest: A New Commitment to the american family
family service america [web site].
<http://www.montana.edu/www4h/process.html
• Berk, L.E. (2000). Child Development(5thed.). Boston: Allyn and
Bacon. 23-38
• Berk, L. E. (2013).Child development. (9th ed.). Upper Saddle
River, NJ: Pearson.
• National Coalition for Parent Involvement in Education (1990).
Developing Family/School Partnerships. Washington, D.C.