EARLY CHILDHOOD

According to Berk (2013) Early Childhood : from

2 to 6 years. The body becomes longer and leaner,
motor skills refined , and children become more self-
controlled and self-sufficient. Make believe play
blooms, supporting every aspect of psychological
development.
Thought and language expand at an astounding
pace, a sense of morality becomes evident, and
children establish ties with peers (Berk,2013).
Berk, L. E. (2013).Child development. (9th ed.). Upper
Saddle River, NJ: Pearson.
Epsteins Six Types of Involvement (n.d.).
http://www.csos.jhu.edu/p2000/sixtypes.htm

Guide children in directions that
interest them
Partner with children in learning
and encourage children to provide
their own answers in the classroom.
Support learning by providing age
appropriate activities and materials.
Nurture all aspect of development;
such as social , emotional, cognitive
and physical.
A teacher must always willing to
listen to the child in order to
determine their needs, wants and
desires.
Communicate with child, parents,
fellow staff member and the
community.
Mesosystem
This is the second level of Bronfenbrenners
model. Its a connection between microsystem,
such as home, school, neighborhood, and
childcare center(Berk,2013).
A childs academic progress depends not just on
activities that take place in classroom but also
on parent involvement in school and extent to
which academic learning carried over into the
home (Gershoff &Aber,2006).
Parent-child interaction in the home will affect
caregiver child interaction in the child-care
setting and vice versa (Berk,2013)
Family-neighborhood connection are especially
important for economically disadvantaged
children(Berk,2013,p.27)

The framework of six types of involvement helps educator
develop more comprehensive programs of school-family-
community partnerships (Epsteins Six Types of
Involvement ,n.d.).
Each type of involvement includes many different practices
of partnership (Epsteins Six Types of Involvement ,n.d.).
Each type has particular challenges that must be met in
order to involve all families, and each types requires
redefinitions of some basic principle of involvement. Finally,
each type leads to different results for students, families, and
teachers (Epsteins Six Types of Involvement ,n.d.).
Parenting
Assist families with parenting and
child-rearing skills (Epsteins Six
Types of Involvement ,n.d.).
Understanding child and adolescent
development (Epsteins Six Types of
Involvement ,n.d.).
Setting home conditions that support
children as students at each age and
grade level (Epsteins Six Types of
Involvement ,n.d.).
Assist school in understanding
families (Epsteins Six Types of
Involvement ,n.d.).

Communicating
Communicate with families about
school programs
Student progress through effective
school to- home and home-school-
communication (Epsteins Six Types
of Involvement,n.d.).
Volunteering
Improve recruitment , training, work
(Epsteins Six Types of
Involvement,n.d.).
Schedules to involve families as
volunteers (Epsteins Six Types of
Involvement,n.d.).
Audiences at the school or in other
locations to support students and
school programs (Epsteins Six
Types of Involvement,n.d.).
Learning at Home
Involve families with their children
in learning activities at home
(Epsteins Six Types of
Involvement,n.d.).
Including homework and other
curriculum linked activities and
decisions (Epsteins Six Types of
Involvement,n.d.).


Decisions Making
Include families as participants in
school decisions, governance , and
advocacy through PTA/PTO
(Epsteins Six Types of
Involvement,n.d.).
School councils, committees, and
other parent organizations (Epsteins
Six Types of Involvement,n.d.).

Collaborating with the
Community
Coordinate resources and services
for families, students , and the school
with businesses, agencies and other
groups, and provide services to the
community (Epsteins Six Types of
Involvement,n.d.).