FIELD STUDY 1 LEARNING EPISODE Learner Diversity:

FS1 4 The Community and

Home Environment

SPARK Your Interest

Episode 4 provides opportunities for you to have a more in-depth look into the factors
that affect the development of a learner. Focus will be on the early experiences and
characteristics of the learner as described by the family and other significant others. You will also
focus how the teacher links with the community to maximize the learning and development of
students.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:

describe the influencing factors in the home environment that affect the students'
learning;
 seek advice concerning strategies that build relationships with parents/guardians and the
wider community (6.2.1); and
 identify effective strategies on how teachers can work together with the family.

REVISIT The Essentials

1. Urie Bronfenbrenner's bio-ecological model presents the learner within the context of layers of
relationship systems that make up the learner's environment. The layers are:
Microsystem Mesosystem Exosystem Macrosystem Chronosystem

includes the the connection the bigger social outermost layer the element of
structure between the system which which includes time,
such as one's structures in the includes the city cultural values, patterns of
family, school microsystem government, the customs and stability
and workplace and laws and pacing of
neighborhood the mass media the
child's everyday
life

The model helps the teacher look into every aspect in the learner's environment to
understand his behavior. The teacher's important role is not to replace what is missing at home (if
any), but to work so that the school becomes an environment that welcomes and nurtures
families. The teacher works to create a partnership with the family and the community to bring
out the best in every learner.
2. Baumrind's Parenting Styles
Authoritarian. Parents are very firm with their children and expect unwavering and
unquestioning obedience. Rules are set by parents. and misbehavior is met with withdrawal of
affection, physical punishment or threats
Permissive. Parents are not firm or controlling. They have few expectations. May be
warm and caring but appear to be uninvolved and uninterested.
Rejecting-Neglecting Parents are disengaged from children. Neither demanding nor
responsive to children. Provide no structure, supervision, support or guidance.
Authoritative. Parents achieve a good blend. They are firm yet loving. Have clear and
reasonable expectations and limits for their children. Treat children with respect and warmth.
Make children understand consequence of their behavior.

Children of:
Authoritarian Parents: are often. unhappy, fearful, withdrawn, inhibited, hostile and aggressive.
They have low self-esteem and difficulty with peers.
Permissive Parents: believe that their parents do not care for them. They are often
impulsive, aggressive and lack self-control; may they have low levels of independence and
responsibility.
Rejecting-Neglecting Parents: are found to be the least competent in their over-all functioning
and adjustment.
Authoritative Parents: are socially competent, self-reliant, and have greater ability to show self-
control. They have higher self-esteem and are better adjusted.
-Based on Child Development by Santrock, 2004.

OBSERVE, ANALYZE, REFLECT

Observing the learner's community and home environment

Resource Teacher: Analyn Subiza Teacher's Signature: _______ School: La Salle-IS

Grade/Year Level: Grade-5 Subject Area: ____________ Date: _______

To realize my Intended Learning Outcomes, I will work my way through these steps:
1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner's characteristics and the community.
3. Conduct a home visit to your selected learner's residence.
4. Interview the parents about
a. the rules they implement at home concerning their child's schooling.
b. the learner's activities and behavior while at home.
5. Write the Learner's Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experience.
 Use the activity form provided for you to document your observations.

An Observation/Interview Guide for Home-School Link

Read the following carefully before you begin to observe/interview. Then write your observation
report on the space provided.

The Learner
1. Make a general observation of the learner. Describe him/her in each of the domains of
development:

physical-body built and height (thin, chubby, underweight, overweight), level of physical activity
(fast,slow, lethargic, active, etc.)

social-interaction with teachers and classmates (loner, shy, sociable, friendly,gets into fights,
liked by others, etc.)

emotional moods, temperament, cries easily, loses temper, happy,shows enthusiasm, excited,
indifferent,etc.)

cognitive (appears to understand lessons,copes with the lessons,excels, lags behind, shows
reasoning skills, turns in assignments and requirements,etc.)

Interview the Teacher

1.What are the most noticeable characteristics of the learner? (emotional disposition, behavior
and discipline, sense of responsibility, study habits,academic performance, relationship with
peers, relationship with adults, social adjustment)

2. How does the teacher communicate with the parents? How often? What do they discuss? How
do they decide of the best course of action to resolve issues or problems?

3.How does the teacher utilize resources in the community to support the teaching-learning
process? How does the teacher work with the community to meet the needs of the learners?

Interview with Parents

1. Conduct a home visit. Once there, observe. thè home set-up. (Home is orderly,family pictures
in the living room,etc.)

2. Use the Interview Questions on the next page. Just ask the questions with which you feel
comfortable.

Suggested Parent Interview Guide

Your teacher may ask you to use a more detailed interview guide. Be free to translate the
questions, if necessary.
Name of Learner:
Date of Birth Age:
Grade/Year Level: Gender:
Number of Siblings:
Birth Order:
Parents
Mother:
Age: Occupation: Educational Attainment:

Father: Occupation: Educational Attainment:

Learner's Physical Aspect

Health:
1. Mother's Health during pregnancy with the learner:
2. Ailments or health problems of the learner as a child:
3. Age of the learner when he started to walk/talk:
4. Food preferences of the learner as a child and at present:
5. Who took care of him/her as a child?
Learner's Social Aspect:
1. Describe your child's sociability (friendly, outgoing or shy, loner).
2. Who were the learner's playmates?
3. As a child then, was he/she allowed to play outside?
4. Is he/she allowed to go out with friends?
5. Do you have rules for him/ her to follow regarding going out?
6. What are these rules?
Emotional-Moral:
1. What are your expectations of your child?
2. How do you provide a nurturing environment for your child?
3. Does your child go to you when she/he feels down or has a problem? What do you do to
meet his/her emotional needs?
4. What do you do when he/she is not successful in something?
How do you discipline your children?
1. Do you have rules in the house? What are they?
2. How do you impose the rules?
3. What are the consequences of breaking the rules?
Learner's Cognitive Aspect:
1. What are the child's interests?
2. What is he/she good at in school?
3. In what subject/s does he/she have difficulty?
4. How do you monitor his/her performance in school? How do you motivate him/her?
5. Do you have rules at home to help him develop good study habits?
6. What are these rules? How are they implemented?

After you have gathered all the necessary data. Write the learner's development profile using the
outline below. Type the profile on a separate sheet and attached it to this learning Episode.

THE LEARNER'S DEVELOPMENT PROFILE

Name of the Learner: ____________________________________________________________

School: _______________________________________________________________________
Date of Home Visit: _____________________________________________
Date of Birth: __________________________________ Age: ___________
Grade/Year Level: ______________________ Gender: _______

Family Profile
Number of Siblings: __________
Birth Order: ___________

Parent
Mother: ______________________________________________________
Age: ___________
Occupation: ________________________ Educational Attainment: ________________

Father: _______________________________________________________
Occupation: ________________________ Educational Attainment: ________________

Physical Development
In paragraph form, describe the physical development of the learner. Combine the teacher's,
parents' responses, and your own observations.

The child is thin and his level of physical activity is active. His mother experienced a
positive health during pregnancy. As a child, the ailments or health problems of the learner were
just fever or common cold. He was 1 year and 2 months when he started to walk/talk. When he
was a child, he preferred to eat fried fish, canned goods and noodles only but at present, he has
learned to eat pork and vegetables. he was taken care of by his mother when he was a child
because she was a housewife.

Social Development
In paragraph form, describe the social development of the learner. Combine the teacher's,
parents' responses, and your own observations.
 The child is friendly and he was liked by his classmates and others. He has two best
friends, Jay-Roy and Kian who were always his playmates. As a child then, he was allowed to
play outside but not allowed to go out to far places with friends. His parents have only one rule
for him to follow regarding going out. He must come home early so as not to spend the night in
the road.

Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner.Combine the
teacher's, parents' responses, and your own observations.

He is a happy child. He shows enthusiasm in school and he is always excited especially if

the activities involved doing and manipulating. Her parents expect him to do well in his studies.
They provide him a nurturing environment for your child by fostering unconditional love,
effective communication, consistent routines, and a safe physical space while encouraging
independence and providing positive reinforcement. When the child has problems, they prioritize
active listening, offer emotional support, and validate his feelings to meet the child's emotional
needs. When he is not successful in something, they provide comfort, encouragement, and help
them see failures as opportunities to learn and grow.

Cognitive Development
In paragraph form, describe the cognitive development of the learner. Combine the teacher's,
parents' responses, and your own observations.

He appears to easily understand lessons and he turns in assignments and requirements.

Two common interests of the child include imaginative play, such as creating stories with toys or
playing make-believe games, and exploring the outdoors, like discovering nature or engaging in
outdoor activities. He is good in English, Mathematics and Science but he has a little difficulty in
Filipino and Araling Panlipunan. To monitor his performance in school, his parents regularly
communicate with the teacher, review assignments, and attend parent-teacher meetings. They
motivate him by encouraging a positive mindset, setting achievable goals, providing rewards for
accomplishments, and actively engage in their learning process by reviewing his assignments
and projects. Establish a consistent study routine, create a designated and organized study space,
and encourage breaks for physical activity are their rules to promote good study habits at home.

Findings
..Write here your salient findings about the learner.
A happy child, nurtured by attentive parents, demonstrates a positive demeanor and
enthusiasm for life. The child's well-being is reflected in their academic progress, as attentive
parental care and consistent monitoring of studies contribute to a thriving, engaged student who
approaches learning with joy and curiosity. This harmonious blend of emotional support and
academic guidance lays a foundation for a well-rounded and contented individual.
Conclusions
Write your conclusions after you have analyzed the impact of the school and the home on the
learner's development. The questions in the Your Analysis portion of this learning Episode can
help you.

The learner's development is significantly influenced by the relationship between the

school and home environments. A supportive home fosters emotional well-being, while an
effective school provides structured learning and social experiences. The collaboration between
these two factors is relevant and significant because it creates a holistic developmental
framework that nurtures academic success and personal growth in the learner.

Recommendations
Write your recommendations.

Foster strong communication channels between schools and parents to ensure a cohesive
approach in supporting the learner's development and Provide resources and workshops for
parents to actively participate in their child's learning journey, reinforcing the collaborative
efforts between home and school for a more comprehensive impact on the learner's development.

Your findings and recommendations in the Learner Development Profile will help you answer
the questions here.
1. From your home visit and interview, what do you think is the style of parenting experienced
by the learner? Explain your answer.
Based on the information provided, it seems the learner is likely experiencing an
authoritative parenting style, characterized by a balance of warmth, support, and clear
expectations, fostering a positive environment for both emotional well-being and academic
growth.
2. Relating your data with what you learned from child development, what family factors do you
think contribute to the development and over-all adjustment of the learner in school?
Family factors that likely contribute to the learner's development and overall adjustment
in school may include consistent emotional support, effective communication within the family,
and a positive learning environment at home. These factors align with research in child
development, emphasizing the crucial role of a supportive family structure in shaping a child's
academic and emotional well-being.

3. Does the communication between the home-school have an effect on the learner? If yes, what
are these effects?
Yes, effective communication between the home and school has a profound impact on the
learner. Positive communication fosters a cohesive support system, allowing for a better
understanding of the learner's needs, strengths, and challenges. It promotes a collaborative
approach, leading to enhanced academic performance, improved behavior, and an overall
positive attitude towards learning.

4. How can the teacher partner with the community to contribute to the development and
learning of the students? Who are the people or which institutions can the teacher tap to seek
advice regarding the development and learning of student’s independence and responsibility.

Teachers can partner with the community by collaborating with local organizations,
parents, and community leaders to create enriching learning experiences for students. They can
involve parents in school activities, invite community members as guest speakers, or organize
field trips to relevant community sites. To seek advice regarding the development of students'
independence and responsibility, teachers can tap into resources such as educational
psychologists, child development experts, and local youth organizations, fostering a network that
supports the holistic growth of students.
1. Reflect on your own development as a child. What type of parenting did you experience? How
did it affect you?

Growing up, I experienced a combination of authoritative and nurturing parenting. The

clear expectations and boundaries set by my parents provided structure and discipline, fostering a
sense of responsibility. Simultaneously, their warmth and encouragement allowed for creativity
and exploration. This parenting style positively influenced my self-esteem, work ethic, and
ability to navigate challenges, contributing to a balanced and resilient approach to life.

2. As a future teacher, how would you establish good home-school collaboration? How can you
work well with the parents? How can you help them? How can they help you?

To establish strong home-school collaboration, I would prioritize open and consistent

communication with parents, including regular updates on students' progress and achievements.
Holding parent-teacher conferences and creating channels for two-way communication, such as
emails or a communication app, would be key. I'd involve parents in their child's learning
journey by providing resources for at-home support, suggesting activities that reinforce
classroom learning, and seeking their input on the child's strengths and challenges. Encouraging
a partnership mindset, where parents and teachers work together, creates a supportive
environment for the child's overall development.

NK Theory To Practice

Directions: Read the items given below and-encircle the correct answer
1. Which are most likely the kind of children raised by authoritarian parents?
I. Fearful III. Hostile
II. Inhibited IV. Withdrawn

A. I and II C.II and III

B. I,II and III D.I,II,III,and IV
2. If a child was raised by authoritative parents, how will most likely will he/she behave in class?
A. Relates well to classmates C. Quarrels often with classmates
B. Is suspicious of others D. Has low level of independence

3. Which parenting style/s contribute/s to the development of children who have low level of
responsibility?
A. Authoritarian C. Permissive
B. Authoritative D. Neglecting and permissive

Color your
World…
1.
1. Make an
artistic, colorful
and creative
visual expression
of your insights
and feelings
 about the effects
of the home,
school and
community to the
learner.

Then, write a few

statements on the
space below
about your visual
art.

2.
H –aven of support
O – pen doors to love
M – oments cherished
E –verlasting comfort
S - tudents learning
C - reative minds
H - armony of voices
O – pportunities vast
O - rganic growth
L – ifelong lessons
2. Make a
reflection
C -onnecting hearts acrostic about the
O -pportunities abound home, school and
M - inds united community link.
M - ultifold of talents
U – nity in diversity
N -eighborly ties
I - n togetherness
T -rust and support
Y -earning for unity
L -inking arms in common goal
I - n unity, every part plays a role
N - Nurturing connections
K - Keystones of progress

EVALUATE Performance Task

Episode 4 - Learner Diversity: The Community and Home Environment

Evaluate Your Work Task

Learning Outcomes:
 Describe the influencing factors in the home environment that affect the students'
learning;
 seek advice concerning strategies that build relationships with parents/guardians and the
wider community (6.2.1); and
  identify effective strategies on how teachers can work together with the family.

Name of FS Student: Easy Bryan Oliveros Date Submitted: ____________

Year & Section: BEED 4 Section: _______________

Excellent Very Satisfactory Satisfactory Needs Improvement

Learning
4 3 2 1
Episode
Accomplished All observation Four (4) or more
One(1) to two (2) Three (3) observation
Observation questions/tasks observation
observation questions/ questions/tasks
Sheet completely answered/ questions/
tasks not answered / not answered/
accomplished. tasks not answered /
accomplished. accomplished.
accomplished.
Analysis All questions were Four(4) or more
All questions were answered completely; Questions were not observation questions
answered completely; answers are clearly answered completely; were not answered;
answers are with depth connected to theories; answers are not answers not
and are thoroughly grammar and spelling clearly connected to connected
grounded on theories; are free from errors. theories;one(1)to to theories; more
grammar and spelling three (3) grammatical / than
are free from error. spelling errors. four (4) grammatical/
spelling errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what supported by what shallow;somewhat rarely supported by
were were observed and supported by what ,what were observed
observed and analyzed analyzed were observed and and analyzed
analyzed
Learning Portfolio is reflected Portfolio is not. Portfolio is not
Artifacts Portfolio is reflected on i the context reflected on in the reflected
on in the context of of the learning context of the learning on in the context of
the learning outcomes; outcomes. outcomes. the learning
Complete,well- Complete; Complete; outcomes;
organized,highly well organized,very not organized. relevant not complete; not
relevant to the learning relevant to the to the learning organized, not
outcome learning outcome relevant
outcome
Submission Submitted before the Submitted on the Submitted a day after Submitted two(2)
deadline deadline the deadline days or more after
the
deadline
COMMENT/S Rating:
(Based on
Over-all Score transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
 99 96 93 90 87 84 81 78 75 72 71-Below

_____________________________________ ___________
Signature of FS1 Teacher above Printed Name Date