Debra Williams

Parent Presentation
ECE497

Instructor Reed
February 23, 2015

Partners In the
Success of
OUR CHILDREN
***
Socios en el exito de
NUERSTROS HIJOS

Figure 1: Connecting Hands

Community
Partners
***
Socios de la
Comunidad
Lincoln
Elementary
School

Together
Together we
we can
can build
build strong
strong
learning
learning environments
environments
for
for all
all students.
students.

*
**
**
*
Juntos
Juntos podemos
podemos
construir
construir entornos
entornos de
de
aprendizaje
aprendizaje fuertes
fuertes para
para
todos
todos los
los estudiantes
estudiantes

Student Success

Figure 2: Reading Children

Ensuring Student Success

Through Reading

GOOD READING
LARGE
VOCABULARY

SUCCESS
IN SCHOOL!!

Reading is one of the most valuable skills developed

during childhoodMany believe that early success may
set a positive life-course trajectory, leading to good
academic and psychosocial outcomes (Kern, 2008)

Belonging
A SENSE OF BELONGING
School is a place where children can develop a
sense of belonging
A sense of belonging doesnt just happen; it
takes time and effort to grow. (Penn State, 2013)
When schools, parents and community partners
work together , we ensure the success of our
families and our children.
Working together to build positive, secure
attachments helps students belong and feel safe to
develop the skills they need to SUCCEED!!

Period of Development

Childhood Development

Looks at the growth and development of children and

the changes that take place, biologically, psychologically
and emotionally between birth and the end of
adolescence.

Periods of Development

Prenatal period: from conception to birth

Infancy and toddlerhood: birth to 2 years
Early childhood: 2-6 years old
Middle childhood: 6-12 years old
Adolescence: 11-18 years old

This presentation focuses on EARLY

(Berk, 2013 pg.5)
CHILDHOOD

Mesosystem

Urie
Bronfenbrenners
Bio-Ecological Model
Families,
schools, and
community
are connected.

Relationships, surrounding
environment and biology
influence a child's
development.
A system of relationships
shape a child's development.
Bronfenbrenner emphasizes
all relationships are
bidirectional (Berk, 2013 pg.
27), influencing the child and
the child influences the
environment.

Figure 3 Structure of the Environment (Berk, 2013, p. 27)

The microsystem - includes immediate

family, friends, school, and spiritual
community.The microsystem is the system
closest to the child

THE MESOSYSTEM the 2nd level

of relationships/partnerships
between those in the child's
microsystem: A childs
academic progress depends not
just on activities that take
place in the classroom but on
parents involvement in school
lifecaregiver -child
interactioneach relationship
is more likely to support
development. (Berk, 2013 pg
27) This includes
parent/teacher interactions

Epsteins Types of Involvement

Epsteins Types
of Involvement

stresses the
importance of schools,
families, and
communities working
together to meet the
needs of children. The
reflects research on
the effects of family,
school, and
community
environments on
educational outcomes.
A central principle of
this theory is that
certain goals, such as
student academic
success, are of mutual
interest to people in
each of these
institutions, and are
best achieved through
their cooperative
action and support.
(Sanders, 1998)

This perspective is represented by three spheres

symbolizing school, family, and community
partnerships. The relationship between these
institutions can support the mutual goals and
interests and ensure that they are achieved by
cooperation and the collaborative practices of
individuals within each context. (Sanders,
Epstein, 1998)

Epsteins Types of Involvement

TYPE 1 PARENTING
Help all families establish home environments to support children as students.
Parent education and other courses or training for parents (Epstein, n.d.)

Did you know?

When children have a home environments that support and
reinforce their learning, they are more likely to succeed!

To encourage parent involvement, Lincoln Elementary School

has employed volunteer translators who can be present at
parent/teacher conferences to translate for Spanish speakers
so that parents can understand and participate fully in
discussions that will help them understand their students
progress, strengths and weaknesses and education plan.

Epsteins Types of Involvement

TYPE 2 COMMUNICATING
Design effective forms of school-to-home and home-to-school communications about
school programs and children's progress. Parent education and other courses or
training for parents (Epstein, n.d.)

Did you know

When parents understand what is going on, they can participate
and cooperate in the success of their student.

To encourage effective communication, Lincoln Elementary

School has implemented a monthly Story Night which invites
parents and students for a fun evening of live readings of stories.
A meal is provided by a number of restaurants in the community
at a great discount. This is an entertaining time as well as
another opportunity for clear communication of the schools
initiatives to improve reading. Each parent takes home a report of
their students progress, strengths and weaknesses and
education plan.

Epsteins Types of Involvement

TYPE 3 VOLUNTEERING
Recruit and organize parent help and support. Parent education and other courses
or training for parents (Epstein, n.d.)

Did you know:

When parents stay involved, students perform better in school, behave better, in
school and are less likely to use drugs and alcohol!

Parents are encouraged to participate in our monthly Story

Night by volunteering in a variety of fun and easy ways that
connect them to the school and to their students success!

Epsteins Types of Involvement

TYPE 4 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. (Epstein, n.d.)

Did you know:

When parents help with learning at home, students have a better
attitudes toward learning!

Each week as a homework assignment, students are required

to read their parents a short story and ask parents to answer 1
question about the story. Students then get a reward when they
share their parents answer in class. This provides incentive to
the students and gets parents involved in learning at home.

Epsteins Types of Involvement

TYPE 5 DECISION MAKING

Include parents in school decisions, developing parent leaders and
representatives. (Epstein, n.d.)
Did you know

Your voice matters! So speak up on policies, plans and decisions,

that affect your student.

Each month there is a celebration of volunteers. At this meeting

parents are polled (in writing ) of 1 or 2 school initiatives and
asked their perspective. This increases communication, and
gives parents a voice. There are also opportunities posted and
invitations made for parents to serve on the PTA or other parent
group organizations.

Epsteins Types of Involvement

TYPE 6 COLLABORATING WITH COMMUNITY

Identify and integrate resources and services from the community to strengthen
school programs, family practices, and student learning and development.
(Epstein, n.d.)
Did you know

We can make our community better! When the school, the

students and the families make connections with the
communitywe all benefit!

The school has implemented a volunteer group that reaches

out to various community groups, individuals and organizations
and finds ways for interesting and innovative partnerships..
Students and parents are invited to give their ideas and hopes
for partnerships with different community organizations.

Child Development Professional

YOUR Child Development Professional

You are not alone in the challenges that have an effect on life at home
and at school.
Students, parents and families can reach out for help with counseling,
and resources to help navigate these times.
In childhood development, its important to identify problems and
challenges early and get help! Early intervention helps children and
families succeed in school and in life.
I am happy to help in these elementary years , serving the children
and families of our community . Together we can lay a strong
foundation for success today and into the future!

Pastor Debra Williams

Child Development
Professional)

References
Berk, L. E. (2013).Child development. (9th ed.). Upper Saddle River, NJ: Pearson.
Sanders, Epstein., (1998). School-Family-Community Partnerships in Middle School and High Schools:
From Theory to Practice. . Retrieved from http://www.csos.jhu.edu/crespar/techReports/report22.pdf
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
Kern, M. L., & Friedman, H. S. (2008). Early educational milestones as predictors of lifelong academic
achievement, midlife adjustment, and longevity. Journal of Applied Developmental Psychology, 30(4),
419430. doi:10.1016/j.appdev.2008.12.025
Fis.edu. (1996-2015) The Importance of Reading. Retrieved from http://esl.fis.edu/parents/advice/read.htm
Penn State Extension. (2013) Better Kid Care Retrieved February 24 from extension.psu.edu/youth/betterkidcare
Connected Hands Digital Image. Beliefnet.com. Beliefnet, Inc., n.d. Web. Retrieved February 22, 2015 from
http://www.beliefnet.com/columnists/haveamagnificentday/2014/12/the-world-depends-on-you-3.html
/
Structure of Environment. Digital Image. Structure of the Environment. Child Development 2013. Web image
Retrieved February 22, 2015 from http://quizlet.com/26197727/human-development-chapter-1-flash-cards/
Reading children. Digital image. n.d. Web Retrieved February 22, 2015 from
http://www.jcschools.us/readingrecovery