Republic of the Philippines

Region V
Daraga, Albay
Bicol University College of Education
Main Campus

Name: Francesca Darlene Llantada

Activity Title: Comparison of the Different Categories of Parent Involvement
Date: February 13, 2023 Yr./ Blk: BECED 3

I. CATEGORIES OF PARENT INVOLVEMENT

Gordon’s Systems The SDC Study Berger’s Role Chavkin and Special Parent Roles The Jones Level of The Epstein Typologies
Approach (System Categories Williams’ Parent in Early Childhood Parent Involvement
Development Involvement Roles Education Programs
Corporation)
 Major categories  Derived from a  Focused on what  Based on the  Includes heavy  Created four  Have come to be the
were based on the large sample of parents might do survey conducted emphasis on levels of parent framework that
institutions or programs with at home, in for parents about learning involvement but schools can use to
targets that would parent involvement school, and in their interests opportunities for do not consider it expand and enrich
be influenced by components other institutions.  Concluded that parents as hierarchal, and parent involvement
the involvement  Focuses on how  Describes many parents’ overall  Stated that the didn’t assigned practice
 Focuses on the parents are actually more specific interest in parent apparent general differential value  Allows school
idea that people being involved and activities and involvement was role for parents with to one over personnel to evaluate
and services could present by relationships that high when interest very young children another their current practices
be brought together establishing range can build parent- is being was learner, where  Levels of Parent and to initiate new
so that both can and kinds of parent teacher acknowledged there were clear Involvement: programs for and
learn and grow involvement partnership  Role Categories: attempts to provide 1. Level 1 – with parents.
from the  Proposed  Role Categories: 1. Paid School new knowledge and Traditional  Each category or
association Different 1. Parents as Staff skill 2. Level 2 – type has its own
 Role Categories: Practices: teachers of 2. Audience  Role Categories: Receives importance and
1. Teach own 1. Home-School their own 3. Decision 1. Home Visitation Information expected outcomes
Child Relations children Maker only 3. Level 3 – when done well.
2. Decision-Maker 2. Home-Based 2. Parents as 4. Program 2. Parent Group Involvement  Concludes that
3. Classroom Instruction Spectators Supporter Meetings at School Epstein Typologies
Volunteer 3. School Support 3. Parents as 5. Advocate 3. Home Visitation 4. Level 4 - are likely to have
4. Para- 4. Instruction at employed 6. Home Tutor for Interagency Decisions higher levels of
Professional School resources 7. Co-learner Linkages effectiveness as they
 Republic of the Philippines
Region V
Daraga, Albay
Bicol University College of Education
Main Campus

5. Adult Educator 5. Parent 4. Parents as 4. Program- approach cooperative

6. Adult Learner Education temporary articulated Home maturity
6. Advisory volunteers Visits  Six Typologies:
Groups 5. Parents as 5. Parents as 1. Basic Obligations
volunteer Teachers of Families
resources 6. Home follow-up 2. Basic Obligations
6. Parents as on television of Schools
Policymakers visiting 3. Involvement at
7. Omnibus School
Prgrams 4. Involvement in
Learning
Activities at Home
5. Involvement in
Decision-making,
Governance, and
Advocacy
6. Collaboration and
Exchange with
Community
Organizations

II. How will these categories help teachers to have true partnerships?

As time goes by, the family context of each family involving the child becomes diverse in nature. Hence, we should consider that with the emergence of
practices and ideologies, each family must be considered unique and have various differences. These categories will be very helpful for teachers, for they can
serve as their framework or guidelines to implement effective parent involvement practices. Parent Involvement Categories provide a structure for evaluating and
planning for the future. These could also aid teachers in encouraging families or parents to be well-involved in their child’s development and learning. It is because
these categories offer a comprehensive perspective on how present, engaged, and collaborative a parent must be or can be. A wide range of options across a
breadth of categories is one definition of excellence in parent involvement programs for the future, with true partnerships as the ultimate goal.