Parent Presentation

Created by: Tara GrayEdited: September 21, 2015

My Role as a Child Development Professional

Work directly with children in groups or independentlyWork with familiesWork with other professionalsWork with in public school systemDemonstrate communication and interpersonal skills as they relate to interaction with students, parents, administrators and other school personnelBe available to parents and student according and coinciding with school policiesFacilitate school/home communication, by way of emails, phone call, conferences, and written messagesMaintain confidentiality of students recordsComply with rules, regulations, and policiesDemonstrate professional practices in teachingAct professionally and ensure responsibility for the entire school program, safety

Rationale for PresentationParents, family and community

inclusion implying things to distinctive individuals. Child rearing, conveying, volunteering, learning at home , choice making and working together community that offer a wide scope of school. Guardian, family, and community contribution in training corresponds with higher scholarly exclusion and school change.

Mesosystem

The Mesosystem alludes to those circumstances or occasions in which two Microsystems meet up in some respect.  The individuals or exercises from individual Microsystems cooperate to frame another experience for the child.  Mesosystems, as Microsystems, can be long haul and repetitive… like family social events on holidays.  They can likewise be singular or one-time events, for example, a school outing.

In ecological systems theory, connections between children’s

immediate settings, or microsystems. (Berk, 2013).

Introduction to Epstein's Type of Involvement

Epstein’s 6 Types of involvement is as follows

The structure of six sorts of contribution helps instructors grow more far reaching projects of school-family-group associations. Every kind of contribution incorporates many different practices of organization. Every sort has particular challenges that must be met in request to include all families, and every sort obliges redefinitions of some essential standards of association. At long last, every sort prompts different results for understudies, families, and instructors, (Epstein, Coates, Salinas, Sander, Simon, 1997).

Parenting1.Parenting

More aware of family supervision, improves social skills, better behavior, positive personal qualities, balancing time, adapts to school better and understands the importance of school

Family support projects to help families with wellbeing, nourishment, and other administrations.

Communication2. Communication:

Teaches expectations, and demonstrates the value of learning, makes them aware of their own progress, prepares for the future, provides stimulating learning environment

Create a regular calendar of helpful notifications, notices, make telephone calls, pamphlets, and other interchanges to help families as necessary.

Volunteering3.Volunteering:

Promotes healthy lifestyle and choices, enhances development, teaches life skills, improves the community, and encourages life long service ethics

Create a volunteer sheet for parents to sign up to assist and partake in various activities

School/classroom volunteer project to help educators, chairmen, understudies, and different parents.

Learning at Home4. Learning at home:

Develops good work ethic, makes children accountable, encourages good study habits, strong attendance, and improve attitudes and behaviors

Provide information on homework, send an agenda for parents to sign off on daily to ensure assignments are completed at home

Decision Making 5. Decision making:

Provided awareness of representation of their family in school decisions

Active PTA/PTO or other guardian associations, admonitory chambers, or advisory groups for guardian administration and cooperation.

Collaborating with Community

6. Teaming up with the community:

Increased skills, awareness careers and options for the future

Provide information for understudies and families on group wellbeing, social, recreational, social backing, and different projects/administrations.

References

Berk, L. E. (2013).Child development. (9th ed.). Upper Saddle River, NJ: Pearson.

Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simon, B.S. (1997). Epstein’s Six Types of Involvement School, Family, and Community Partnerships: Your Handbook for Action. Thousand Oaks, CA: Corwin Press Retrieved from http://www.csos.jhu.edu/p2000/sixtypes.htm

NEA, (2008). Parent, Family, Community Involvement in Education. Retrieved from http://www.nea.org/assets/docs/PB11_ParentInvolvement08.pdf