PARENT

PRESENTATION

Robin Jones-Carpenter
ECE497: Child Development Capstone Course
Instructor Katherine Palichuk
June 22, 2015

PreK-6th Grade
Early Childhood (2-6
years)

Middle Childhood (6-11

years)

The body becomes longer and

leaner, motor skills are refined,
and children become more selfcontrolled and self-sufficient.

Children learn about the wider world

and master new responsibilities that
increasingly resemble those they
will perform as adults.

Make-believe play blossoms,

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, p. 6)

Hallmarks of this period are

improved athletic abilities;
participation in organized games
with rules; more logical thought
processes; mastery of fundamental
reading, writing, math, and other
academic knowledge and skills; and
advances in understanding the self,
morality, and friendship (Berk, 2013,
p. 6)

Child Development Professional

Kindergarten Teacher

Nurturing

Provide one on one

opportunities when
possible

Challenges the child

to encourage growth
and development

Communicate with
parents and include
the whenever
possible

Passion for working

with children

http://www.wisegeek.
org

Communitie
s, schools,
and parents
should work
together if
we are to
ensure a
solid
education
and bright
future for
our
children.

Purpose

https://amysimpson09.wordpress.
com/

What is the role of a Child Development Professional?

Discuss the Mesosystem from Bronfenbrenners Ecological

System

Discuss Epsteins Six Types of Involvement (Epstein, n.d.)

The Mesosystem

from Bronfenbrenners Ecological System

The second level of Bronfenbrenners

model, the mesosystem ,
encompasses connections between
microsystems , such as home, school,
neighborhood, and childcare center
(Berk, 2013, p. 27).
The relationship between
parent and child can have
an impact on the childs
ability to function well at
school.
In an investigation of
elementary school students
diverse in family income
and neighborhood
residence, those living in
the least stimulating homes
and the most disorganized
neighborhoods were least
likely to participate in afterschool enrichment activities
(Berk, 2013, p. 28). The
community and
neighborhood can influence
the child as well.

Berk, 2013

Epsteins Types of Involvement

Parenting
Communicating
Volunteering
Learning at Home
Decision Making
Collaborating with Community (Epstein,
n.d.).

Parenting

Help all families establish home

environments to support children
as students.

Influences

http://offthemerry-go-round.com

Schools can offer

workshops, videotapes,
computerized phone
messages on parenting
and child rearing at each
age and grade level
(Epstein, n.d.).

Awareness of family supervision;

respect for parents.

Positive personal qualities, habits,

beliefs, and values, as taught by
family. Balance between time spent
on chores, on other activities, and on
homework.

Good or improved attendance.

Awareness of importance of school

(Epstein, n.d.).

Design effective forms of school-tohome and home-to-school

communications about school
programs and children's progress.

Communicating

Influences
www.bobmayfield.com

Schools should offer

language translators to
assist families as needed
(Epstein, n.d.).

Awareness of own progress and

of actions needed to maintain or
improve grades.
Understanding of school policies
on behavior, attendance, and
other areas of student conduct.

Informed decisions about

courses and programs.

Awareness of own role in

partnerships, serving as courier
and communicator (Epstein,
n.d.).

Volunteering

Recruit and organize parent help

and support (Epstein, n.d.).

Influences
www.theresolved.com

School and classroom

volunteer program to help
teachers, administrators,
students, and other parents
(Epstein, n.d.).
Research shows that family engagement
promotes student success. Students with
involved parents are more likely to earn
higher grades, pass their classes, attend
school regularly, have better social skills, and
go on to postsecondary education. Family
Engagement in childrens education allows
kids to perform better in school, and navigate
more easily some of the challenges of growing
up, such as bullying (At School, n.d.)

Skill in communicating with

adults.

Increased learning of skills that

receive tutoring or targeted
attention from volunteers.
Awareness of many skills,
talents, occupations, and
contributions of parent and other
volunteers (Epstein, n.d.).

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.).

Learning at Home

Influences
http://www.pearsonschoolsandfecolleges.
co.uk

Regular schedule of homework that

requires students to discuss and
interact with families on what they
are learning in class (Epstein, n.d.).

Gains in skills, abilities, and test

scores linked to homework and
classwork.

http://gg.tigweb.org/LaLa17/62

Homework completion.
Positive attitude toward
schoolwork.

View of parents as more similar

to teacher and of home as more
similar to school.
Self-concept of ability as learner
(Epstein, n.d.).

Decision Making

Include parents in school decisions,

developing parent leaders and
representatives (Epstein, n.d.).

Influences
http://www.stewardshipadvocate
s.org

Awareness of representation of
families in school decisions.

Active PTA/PTO or other parent

organizations, advisory councils, or
committees (e.g., curriculum, safety,
personnel) for parent leadership and
participation (Epstein, n.d.).

Understanding that student

rights are protected.

Specific benefits linked to

policies enacted by parent
organizations and experienced
by students (Epstein, n.d.).

Collaborating

Identify and integrate resources and

services from the community to strengthen
school programs, family practices, and
student learning and development (Epstein,
n.d.).

Influences
Service
integration
through
partnerships
involving
school; civic,
counseling,
cultural,
health,
recreation,
and other
agencies and
organizations;
and
businesses
(Epstein,
n.d.).

Increased skills and talents

through enriched curricular and
extracurricular experiences.
Building trust in the
community and making
children feel safe.

Awareness of careers and of

options for future education and
work.
Specific benefits linked to
programs, services, resources,
and opportunities that connect
students with community
(Epstein, n.d.).

http://www.huffingtonpost.co

References

At School. (n.d.). Retrieved from http://www.pta.org/programs/?navItemNumber=504

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

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