Parent Presentation

Rhowena Wardle
ECE 497

Introduction

My role as a child development professional include:

identifying the different learning needs in children
making the classroom an enriched learning environment
assisting school management in designing school curriculum,
especially in younger years, as I keep in mind the
developmental and learning processes in children.
setting up groups, focusing on specific areas, which will impact
interactive and cooperative learning among children.
helping in planning transition for children from one academic
setting to another
Most importantly as a child development professional, I am
discovering the learning styles of children: not all learning
programs are suitable for all students, because of their individual
preferences and behavior. In a nutshell, there are three main
learning styles: visual auditory or kinesthetic.

I am discovering the learning styles of

children. There are three main styles:
Auditory,Visual,and Kinesthetic.

Auditory
Learners
For some children, their sense of sound allows them to gather large
volumes of information and have them processed accordingly. A child
is most probably an auditory learner if he or she is good at listening to
instructions and is very sensitive to variations in spoken words. They
excel in gaining knowledge from conversations and lectures. Because
listening requires more concentration than seeing, students of this
learning style can be more discerning. They are usually more attentive
in class and can distinguish different ideas just by listening to them.
Children of this type also enjoy studying with music in the background.
Auditory children also can pick up instruments rather quickly.

80 percent of what we learn is through our vision. From an early

age, a child acquires valuable information about his surroundings
through his or her eyes. Because of this fact, normal schooling
makes use of methods that favor visual learners. Children who
are primarily visual learners tend to get information through
reading books. They can also learn more from pictures and other
visual materials. If you notice that your child is tidy and
organized in their learning habits, then he might be a visual
learner.

A child who has a kinesthetic learning style cannot just sit still and
wait for information to be given. They are the hands-on learners.
These learners excel in situations where they can see and
participate in immediate application of the information. They may
appear bored and inattentive in a traditional classroom and may
become distracted by their need for activity and exploration.
Children of this learning style are often mistaken to be rowdy and
undisciplined. For these learners they always seem to be moving
around because they see their surroundings differently. For them,
the world is just a huge playground full of wonderful things they
want to discover and explore.

Partnership between home and

school

A comprehensive and meaningful partnership meets the needs of

the families, schools, and communities involved. Parents (or other
responsible family members) and schools should communicate
regularly and clearly about information important to student
success. Schools should inform families about standards and how
they relate to the curriculum, learning objectives, methods of
assessment, school programs, discipline codes, and student
progress. I am glad to see that here at Lincoln Elementary, there
is a good sense of family and community.
We can all be part of the puzzle that helps the student succeed.
By incorporating all learning styles in each lesson within our ESL
classroom, we can be sure to reach all learners.

Importance of community
resources for families

Parent involvement has been shown to positively affect academic outcomes, it

becomes important to understand the potential contributions that low-income
parents can make to their children's education.
"saber es poder"--knowledge is power
"querer es poder"--where there is a will, there is a way
The importance of culture and of being bilingual
Parents guide, nurture, and teach their children in the context of the familys
language and culture.
According to Orozco, minority parents, in particular, are untapped sources of
knowledge and information about how minority children can be reached more
effectively . One priority is fostering partnerships which engage parents and
teachers in meaningful two-way communication, with both groups as active
participants in the education of children

Bronfenbrenners Ecological
Systems Theory

Each complex layer of environment

has an effect on a childs
development. To study a childs
development then, we must look not
only at the child and her immediate
environment, but also at the
interaction of the larger environment.

Epsteins 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 school and family
partnership programs.
These include parenting,
communicating, volunteering,
learning at home, decision-making,
and collaborating with the
community.

Parents are, after all, their children's first and

most important.
teachers. You, as a parent, have important
knowledge about your child's likes, dislikes,
needs, and problems that the school may not
be aware of.

Communication between home and school is

regular, two-way, and meaningful.
Parenting skills are promoted and supported.
Parents play an integral role in assisting
student learning.
Parents are welcome in the school, and their
support and assistance are sought.
Parents are full partners in the decisions that
affect children and families.
Community resources are used to strengthen
schools, families, and student learning.

This kind of joint effort contributes to

educational success that carries over
into adulthood, according to Epstein.

Parenting

Help all families establish home environments to support children as

students. Parent education and other courses or training for parents
(e.g., GED, college credit, family literacy). Family support programs
to assist families with health, nutrition, and other services. Home
visits at transition points to elementary, middle, and high school.
As educators we can connect you to important resources, including
parenting classes and food co-ops, and educators can also hold
meetings with you to help better understand your needs and the
needs of your little one.
According to Epstein as teachers we can make an effort in
understanding families' background, cultures, concerns, goals,
needs, and views of their
Children and respect for families' strengths and efforts. We
understand student diversity here at our school and have an
wareness of own skills to share information on child development.

Communicating

Design effective forms of school-to-home and home-to-school

communications about school programs and children's progress. We
have conferences with every parent at least once a year with
language translators to assist families as needed. I would
encourage teachers to provide a regular schedule of useful notices,
memos, phone calls, newsletters, and other communications.
It's important for you to stay in contact with the school to share
ideas about how to improve its communications with you, if
necessary. Prioritize in-person meetings with your childs teachers,
not only to stay informed about the latest school developments, but
also to present any and every question you might have about them.
As educators, we hope to share our appreciation for and use of
parent network for communications and have an increased ability to
elicit and understand family views on children's programs and
progress.

Volunteering

I would like to recruit and organize parent help and support with a
school/classroom volunteer program to help teachers,
administrators, students, and other parents.
Students with parents who are involved in their school tend to
have fewer behavioral problems and better academic
performance, and are more likely to complete high school than
students whose parents are not involved in their school.
We hope to have a readiness to involve families in new ways,
including those who do not volunteer at school give awareness of
parents' talents and interests in school and children.

Learning at home

Provide information and ideas to families about how to help

students at home with homework and other curriculum-related
activities, decisions, and planning. Information for families on
skills required for students in all subjects at each grade. Provide
information on homework policies and how to monitor and discuss
schoolwork at home. In addition, we are encouraging family
participation in setting student goals each year and in planning for
college or work.
We hope to share respect for family time, and recognize those of
equal helpfulness of single-parent, dual-income, and less formally
educated families in motivating and reinforcing student learning.
We are very proud of our families with their strong sense of family
and community.

Decision-making

Include parents in school decisions, developing parent leaders and

representatives. It would be great to see our parents active in
PTA/PTO or other parent organizations, advisory councils, or
committees for parent leadership and participation and networks
to link all families with parent representatives.
We value your input into policies that affect your child's
education and view the equal status of family representatives on
committees and in leadership roles.

Collaborating with
community

Identify and integrate resources and services from the community

to strengthen school programs, family practices, and student
learning and development. Information for students and their
families on community health, cultural, recreational, social
support, and other programs/services in addition to some
information on community activities that link to learning skills and
talents, including summer programs for students.
We hope to share with you an awareness of community resources
to enrich curriculum and instruction. Have an openness to and
skill in using mentors, business partners, community volunteers,
and others to assist students and augment teaching practices.
Knowledgeable, helpful referrals of children and families to
needed services.

References:
Berk, L. E. (2013). Child development. Boston: Pearson Education.
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
Hilado, A. V., Kallemeyn, L., & Phillips, L. (2013). Examining Understandings of Parent Involvement in Early
Childhood Programs. Early Childhood Research & Practice, 15(2),
Joyce Epstein, PHD. (n.d.) School, Family, and Community Engagement [Video file]. Retrieved from
http://uscenter.savethechildren.org/SitePages/Speaker%20Series%20Epstein.aspx
Orozco, G.L.(2008). Understanding the Culture of Low-Income Immigrant Latino Parents : Key to Involvement.
Retrieved from ERIC School of Community Journal volume 8, n1, pages 21-37. http://eric.ed.gov/?id=EJ798679
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