PARENT

PRESENTATION
Shannalee Janik-Parkin
ECE 497: Child Development Capstone Course
Instructor: Chandra Farmer
November 7, 2016

MIDDLE CHILDHOOD
MIDDLE CHILDHOOD IS FROM THE AGE OF 6 TO THE AGE OF
11
IN THIS STAGE CHILDREN BEGIN MORE LOGICAL THOUGHT
PROCESSES
MASTER FUNDAMENTAL ACADEMIC SKILLS SUCH AS READING,
WRITING AND MATH
ADVANCES IN RESPONSIBILITY, FRIENDSHIP AND MORAL
UNDERSTANDING

WHAT IS MY ROLE?
AS A TEACHER OF ELEMENTARY SCHOOL, MY ROLE AS A CHILD
DEVELOPMENT PROFESSIONAL IS TO FACILITATE LEARNING AND MAKE SURE
YOUR CHILDREN ARE GAINING THE EDUCATION THEY ARE HERE TO LEARN
EACH AND EVERY DAY.
MY ROLE IS ALSO TO BE A MENTOR TO THE CHILDREN
TO PROVIDE RESOURCES TO THE FAMILIES
TO MAINTAIN AN OPEN LINE OF COMMUNICATION WITH ALL
OF THE STUDENTS AND THEIR FAMILIES.

IMPORTANCE OF PARENTS AND SCHOOL

COMMUNICATION
These presentations are made so that schools and families can
work together and families can be informed in what is going on
in their childs education
It is important for family and school to stay connected
throughout the school year, this is part of Bronfenbrenners
Ecological Theory of the Mesosystem, where the family and
school interact to insure the child is receiving adequate care
(Bojczyk, Shriner, & Shriner, 2012)

BRONFENBRENNERS ECOLOGICAL SYSTEM

Bronfenbrenner described a childs environment in a series of systems that work together.
The innermost system is the microsystem, this consist of the childs most immediate
surroundings.
Such as the childs school, home, daycare, church and neighborhood (Berk, 2013).

When these different environments work together, such as the school and home during
parent/teacher conferences or volunteering activities, this becomes part of the
mesosystem (Berk, 2013). Working together to help the child succeed. Overtime, these
changes and additions in different parts of the microsystem (such as new schools) affect
the childs overall chronosystem.
The exosystem is part of a childs environment that does not directly affect the child but
can have affects on the childs life.
Such as a parents workplace, or healthcare services or extended family (Berk, 2013).

The macrosystem is the farthest from the childs direct environment. These are things
going on in the country such as laws, values and customs (Berk, 2013).
The chronosystem is the childs experiences and changes long term as they age.

EPSTEINS FRAMEWORK OF SIX TYPES OF

INVOLVEMENT
Epstein includes six types of involvement for families and school to be more involved in a childs
education.
These steps include: Parenting, Communicating, Volunteering, Learning at Home, Decision
Making, and Collaborating with Community.
These six steps are important for children to learn and grow in a normal, natural environment
with healthy, enriching education. All six steps are not necessary, however the more that are used
the better off the child will be.

TYPE 1: PARENTING
PARENTING IS A COMBINATION OF SUPPORTING THE SOCIAL, EMOTIONAL, INTELLECTUAL AND
PHYSICAL DEVELOPMENT OF A CHILD THROUGH ADULTHOOD

HOW THIS TYPE OF INVOLVEMENT INFLUENCES A CHILDS LEARNING AND

DEVELOPMENT.
This helps children by providing education to their parents, such as parenting
classes, college or GED, and educational support for each grade level. Family
support programs to assist families with additional needs such as health and
nutrition, and home visits (Epstein, n.d.).
ONE IDEA THE SCHOOL OR COMMUNITY COULD IMPLEMENT RIGHT AWAY THAT
ALIGNS WITH THE CULTURES REPRESENTED AT THE SCHOOL.
Parents night: This is to allow students to bring their parents to school and show
them around and get them acquainted with other parents and the teachers in the
school. It can have fun activities and food for the parents and children.

TYPE 2: COMMUNICATING
COMMUNICATION IS THE EXCHANGE OF INFORMATION FROM ONE PERSON TO ANOTHER
AND BACK. SUCH AS FROM PARENT TO CHILD AND BACK TO PARENT, OR BETWEEN
SCHOOL AND HOME.
HOW THIS TYPE OF INVOLVEMENT INFLUENCES A CHILDS LEARNING AND DEVELOPMENT.
Keeps the parents informed of the childs progress during the school year of not only the
school grades but also how the child is doing socially at school. This is also good for the
child to be informed of their own progress for them to be able to maintain or improve
behavior, grades, or anything else that may be needing to be looked at (Epstein, n.d.).
ONE IDEA THE SCHOOL OR COMMUNITY COULD IMPLEMENT RIGHT AWAY THAT ALIGNS WITH
THE CULTURES REPRESENTED AT THE SCHOOL.
Online communication via school websites is a great way to keep in contact with parents
and teachers, as well as email.

TYPE 3: VOLUNTEERING
VOLUNTEERING IS TO FREELY GIVE UP YOUR TIME AND EFFORT TO
HELP WITH SOMETHING. SUCH AS WITH A SCHOOL EVENT, AN AFTER
SCHOOL ACTIVITY, OR A COMMUNITY ACTIVITY THAT YOU DO NOT GET
PAID FOR.
HOW THIS TYPE OF INVOLVEMENT INFLUENCES A CHILDS LEARNING AND DEVELOPMENT.
Students learn communication skills, learn about other parent contributions and
talents or occupations, and receive additional tutoring or one-on-one attention that
otherwise may not be available without the aid of volunteers (Epstein, n.d.).
ONE IDEA THE SCHOOL OR COMMUNITY COULD IMPLEMENT RIGHT AWAY THAT ALIGNS
WITH THE CULTURES REPRESENTED AT THE SCHOOL.
Send out flyers with the children to all families on opportunities for volunteering in
their childs school, either before, during or after school. This can also be done via
email and in the office.

TYPE 4: LEARNING AT HOME

LEARNING AT HOME IS ANYTHING A CHILD DOES OUTSIDE THE SCHOOL
THAT WILL INCREASE THEIR KNOWLEDGE. SUCH AS PRACTICING
SOMETHING THEY ARE LEARNING, DOING HOMEWORK, SINGING THEIR
ABCS, OR PLAYING I SPY TO LEARN ABOUT COLORS AND NUMBERS.
HOW THIS TYPE OF INVOLVEMENT INFLUENCES A CHILDS LEARNING AND DEVELOPMENT.
Bringing learning from school to home creates a link from just learning on paper to
learning in real life. Interaction in real life scenarios help kids learn concepts that cross
over into test scenarios in school. Also, having a parent or family member work with a
child at home can at time help the child understand the work better after the teachers
explanations. This will strengthen the childs understanding of the subject (Epstein, n.d.).
ONE IDEA THE SCHOOL OR COMMUNITY COULD IMPLEMENT RIGHT AWAY THAT ALIGNS WITH
THE CULTURES REPRESENTED AT THE SCHOOL.
Send homework that can be used with everyday materials such as
pennies, rocks and other fun items for the family to work on
together.

TYPE 5: DECISION MAKING

DECISION MAKING IS WHEN THE PARENTS AND/OR CHILDREN HAVE A
SAY IN THE DECISIONS OVER THE CHILDS EDUCATION, HEALTH AND
SAFETY. PARENTS AND OTHER FAMILY MEMBERS SHOULD KNOW THAT
THEY HAVE A RIGHT IN ALL DECISIONS MADE ABOUT THEIR CHILD.
HOW THIS TYPE OF INVOLVEMENT INFLUENCES A CHILDS LEARNING AND DEVELOPMENT.
Understanding that students rights are protected (Epstein, n.d.). Childrens families
are represented in school decisions and policies. Parents are more comfortable with
their child in the school when the parents feel that they are heard and their childrens
safety and protection is taken into consideration (Epstein, n.d.).
ONE IDEA THE SCHOOL OR COMMUNITY COULD IMPLEMENT RIGHT AWAY THAT ALIGNS
WITH THE CULTURES REPRESENTED AT THE SCHOOL.
Include all school changes in an handout to the parents prior to its finalization for
parental input. Allow parents to make suggestions to school policy and procedure
changes.

TYPE 6: COLLABORATING WITH COMMUNITY

WORKING WITH THE COMMUNITY IN YOUR AREA
HOW THIS TYPE OF INVOLVEMENT INFLUENCES A CHILDS LEARNING AND DEVELOPMENT.
Community involvement helps children learn additional skills outside of school
environment. These can include cultural enrichment activities, community service
projects, environmental activities and more.
ONE IDEA THE SCHOOL OR COMMUNITY COULD IMPLEMENT RIGHT AWAY THAT ALIGNS
WITH THE CULTURES REPRESENTED AT THE SCHOOL.
Find community programs for children in the school to attend for enrichment prior to
the summer or spring breaks to help families find activities for them to do. Send out
flyers along with a list of information regarding financial aid if available (Epstein, n.d.).

REFERENCES
Berk, L. E. (2013). Child development. Boston: Pearson Education
Bojczyk, K., Shriner, B., & Shriner, M. (2012). Supporting Childrens Socialization: A
Developmental Approach. San Diego, CA: Bridgepoint Education, Inc.
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_Involvemen
t(2).pdf