Week 3 - Assignment

Cultivating Connections
Higley High School
Roles of a Child Development

Professional
A child development professional has

many hats, the main purpose is to assist
children and families in leading
developmentally healthy lives. Some of
these hats include therapist, resource
identifier, teacher, among many others. As
families and professionals come together to
discuss issues they brainstorm possible
solutions. Such solutions can aid children in
obtaining necessary assistive devices,
procedures, therapies, alternate learning
environments and plans. These types of
services allow children to thrive in their
learning environment. Services can also be
provided for the home environment as well.
Bridging the gap between home and school
life creates an easier transition for students.
Another benefit of this connection is that
students are more likely to succeed due to
the amount of encouragement and
involvement of all involved.
Heres why
The purpose of this presentation is to provide parents, schools, and communities
with tools that will cultivate connections between them. Adolescents, in particular,
provide a unique challenge. During this time there is an increased need for guidance and
support. The increasingly complex and abstract thoughts of adolescents allow them to
make decisions that not only effect themselves but those around them (Berk, 2013).
Providing teachers with tools and resources from the community allows them to better
help students and families. At the end of this presentation parents and teachers will
leave with ideas for increasing their involvement in the home, school, and community.
The views of Bronfenbrenner and Epstein lend insight into approaches that will work
for all community members. Bronfenbrenner offers support from a bioecological
perspective. His system defines the various social structures that influence a childs
development (Berk, 2013). Likewise, Epsteins model presents family, school and
community as overlapping spheres of influence, the congruence of which is of
considerable importance for the optimal development of children (Hornby & Lafaele,
2011 p. 38). Reaching families is often one of the most challenging aspects of parental
involvement.
Adolescent
Development
Physical
Adolescent physical development is a

time of great change. Each person
develops in their own unique way and
at their own pace. Some children enter
puberty as early as eight years old
while others dont see signs until 13.
How children develop physically is also
affected by a variety of factors.
Adequate nutrition and exercise is key
to developing not only a healthy body,
but also supports healthy cognitive
and social-emotional development
(Berk, 2013).
Cognitive
Cognitively, adolescents are growing
and maturing in ways that will help
them make decisions. Berk (2013)
states, adolescents gain in diverse
cognitive skills, including speed of
thinking, attention, memory, planning,
capacity to integrate information,
and regulation of cognition and
emotion (p. 190). The ability to make
rational decisions requires time to
grasp. Adolescents work on these
skills long into young adulthood.
Social-Emotional
As time progresses children become
more aware of themselves. As

adolescence begins these same
children begin to see themselves
from the perspective of others. Many
adolescents feel that they behave
differently in front of various
audiences. These feelings can cause
confusion within an individual (Berk,
2013) They may begin to wonder
which person is the true self. Finding
ones identity is a journey that can
last a lifetime.
Ecological System
Theory
Bronfenbrenners Mesosystem
Bronfenbrenners
Mesosystem
The Mesosystem is the second level in
Bronfenbrenners bioecological model. The

influences of the mesosystem include,
connections between microsystems, such
as home, school, neighborhood, and child
care center (Berk, 2013 p. 27). As a child
enters into adolescence they begin to
branch out to more independent activities.
These can include both religious and nonreligious youth groups, after school sports,
and special interest groups. Building these
connections allows adolescents to gain selfconfidence. To encourage parent
involvement in the childs school life, a
connection needs to be made between the
various microsystems in a childs life and
the parent (Berk, 2013). In other words,
parental involvement in childrens interests,
aspirations, and wonders affect the
relationship they have between them and
Epsteins Six Types of Involvement

Parenting, Communicating, Volunteering, Learning at home, and
Decision Making
Overview
There are many factors that affect the
amount of involvement a parent has with
their children, and that of their school and
community. Hornby & Lafaele (2011)
describe some of these circumstances to
include individual parent and family
factors, child factors, parent-teacher
factors, and societal factors. All factors
play into the, gap between what is said
and what is done in the name of [parental
involvement] (Hornby & Lafaele, 2011 p.
38). Epstein, Galindo, & Sheldon (2011)
explain the effect that district and school
leaders have on parent and community
involvement and the quality of the
programs. Epstein (n.d.) illustrates six
different types of involvement that
encourage the partnership between
home, school, and the community.
Ultimately the more awareness families
have of the resources and opportunities
available through their school and
community the more likely they will be to
take advantage.
Type 1 - Parenting
Help all families establish home
environments to support children as
students (Epstein, n.d.).
Every family is different, and every

parent has their own style of child
rearing. Some choose a path of positive
reinforcement and encouragement,
while others maintain a more permissive
or uninvolved approach (Berk, 2013).
Adolescents are right around the corner
from entering the world of adulthood.
Before they get here they need the
guidance and support of their parents.
Parents act as role models for their
children to observe and follow. Without
a positive influence to follow, how are
children ever expected to become active
members of society?
One of the easiest ways to reach parents

regarding the different types of parenting
is through a workshop. Educators can
provide access to these workshops via
webinar, video, or seminar. The more
knowledge a parent possesses the more
confidence and positive influence they
will have on their children.
Type 2 - Communicating
Design effective forms of school-tohome and home-to-school
communications about school programs
and children's progress (Epstein, n.d.).
Communicating with all the different
families involved in a school can be
challenging. There are some who have
a hard time reading, some who do not
speak English, and others who do not
have the time to maintain contact with
the school or the child (Hornby &
Lafaele, 2011). Giving students the
responsibility of maintaining
communication allows them to develop
the autonomy and independence they
so desperately seek during adolescence
(Berk, 2013).
Epstein (n.d.) offers many suggestions to

overcome the challenges of maintaining
communication between parents and school
staff. Some of these include conferences,
providing translators, and providing consistent
newsletters or other documents to keep
parents up to date with school happenings. By
providing these items in a variety of ways,
email, written, and oral, parents are able to
find a strategy that works best for them. This
also allows parents an opportunity to
communicate with teachers about issues that
come up.
Type 3 - Volunteering
Recruit and organize parent help
and support (Epstein, n.d.).
The biggest gain that
adolescents receive from
volunteering are in the areas of
language and social
development. An adolescents,
Ability to communicate clearly
and in accord with social
expectations in diverse
situations improves, with
practice (Berk, 2013 p. 395). The
improvement in communication
allows students to feel confident
about their interactions with
others. There are various other
skills that can be obtained
depending on the type of work
involved.
A volunteer project such as helping elderly

community members repair homes would be an
idea for students to become part of. Epstein (n.d.)
suggests the use of an annual postcard to identify
times and locations for students and parents to
participate in volunteer activities.
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.).
As parents become involved with their
child's academics they create
relationships that demonstrate
togetherness and support. It is a natural
occurrence for adolescents to
psychologically distance themselves
from their parents during puberty (Berk,
2013). Since high school is the time that
most individuals experience puberty it
is important that parents maintain
insight into their childs learning.
An idea that can be quickly implemented

to aid parents and students in bridging the
gap between school and home is to
incorporate an academic calendar.
Students typically receive a syllabus at the
beginning of each course. The syllabus can
be discussed and important dates can be
recorded on the calendar. This way both
parents and students can actively
participate and manage assignments,
tests, finals, etc. (Epstein, n.d.).
Type 5 - Decision Making

Include parents in school
decisions, developing parent
leaders and representatives
(Epstein, n.d.).
Adolescents are avid decision
makers. Their abstract way of
reasoning allows them to think in
ways that reflect others thoughts
and feelings. Despite this
newfound ability, adolescents
still do not possess control over
their emotions and impulses
(Berk, 2013).
Advocacy groups offer students a way to

develop their decision making skills in
productive and meaningful ways. Types of
groups could include, policy council,
community involvement, tutoring, political,
hobbies, school reform, etc. (Epstein, n.d.).
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.).
The community provides an
adolescent with a societal model
to follow. By providing meaningful
activities and resources the
community aids a child in
developing positive relationships.
It also helps the individual to
gain an awareness of prospective
careers or continuing education
options (Epstein, n.d.).
One idea that could be implemented right away

would be the start of a community garden. Elmhurst
involves a strong farming community. Many of the
people, young and old, would have knowledge
regarding where, when and how to begin. Fulford &
Thompson (2013) describe the benefits of a
community garden as; skill building, self-esteem
improvement, increasing environmental awareness,
and fostering positive social networks for
adolescents to become a part of.
References
Berk, L. E. (2013). Child development. Boston: Pearson Education.
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
Epstein, J., Galindo, C., & Sheldon, S. (2011). Levels of Leadership: Effects of District and School
Leaders on the
Quality of School Programs of Family and Community Involvement. Educational
Administration Quarterly, 47(3) 462-495.
http://www.unicef.org/lac/Joyce_L._Epstein_s_Framework_of_Six_Types_of_Involvement(2).pdf
Fulford, S., & Thompson, S. (2013). Youth Community Gardening Programming as Community
Development: The Youth for EcoAction Program in Winnipeg, Canada.Canadian Journal Of
Nonprofit & Social Economy Research / Revue Canadienne De Recherche Sur Les OSBL Et
L'conomie Sociale,4(2), 56-75.
Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: an explanatory
model. Educational Review, 63(1), 37-52. doi:10.1080/00131911.2010.488049

Week 3 - Assignment

Uploaded by

Copyright:

Available Formats

Week 3 - Assignment

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Week 3 - Assignment

Uploaded by

Copyright:

Available Formats

Cultivating Connections

Higley High School

Roles of a Child Development

A child development professional has

Adolescent physical development is a

more aware of themselves. As

Bronfenbrenners bioecological model. The

Epsteins Six Types of Involvement

Every family is different, and every

One of the easiest ways to reach parents

Epstein (n.d.) offers many suggestions to

A volunteer project such as helping elderly

Type 4 - Learning at Home

An idea that can be quickly implemented

Type 5 - Decision Making

Advocacy groups offer students a way to

One idea that could be implemented right away

You might also like