Week 3

Parent Presentation:
Highly High School

Katie Nelson
ECE 497
July 25, 2016
Week 3 Assignment
Period of Development
This presentation is focused on the adolescence period of development.
This presentation will explain how we can create and sustain partnerships
with families and the community.
This presentation will show how these partnerships influence the
development of children and learning.
It is important for adolescence to have a good balance of rules and
responsibility (Berk, 2013).
Child Development Professional
As a child development professional, it is my job to help children learn and grow to the
best of their ability.
It is also important to educate parents and help them get involved in their childs
learning.
Professionals in the field need to help families, schools and the community work
together to help children reach their full potential.
Adolescence need to have plenty of opportunities to have choices and responsibilities.
Rationale behind partnerships

During adolescents, children are beginning to
mature and getting ready to enter the real world.
Creating partnerships with the school, family and
community is an important part of enhancing
development throughout adolescents.
Partnering with the community to show adolescents
options for their future can help them develop into
mature adults (Ball & Pence, 2006).
For example, schools could hold career days from
people in the community to educate adolescents
some options for their future.
Children that have a specific goal in mind when
leaving high school, has a higher rate of being
successful later in life (Ball & Pence, 2006).
Mesosystem Theory
Bronfenbrenners ecological framework says
that Mesosystem plays an important role in
this stage. The Mesosystems are made up
of all the microsystems of a childs life.
The microsystems include the childs
school, family, church and peers.
For example, if children are having struggles
with their family, it is going to effect their
school life.
The environment that children are in often
influence them. A childs culture, and
society make up the macrosystem.
Epsteins Types of Involvement

Epsteins Types of involvement includes six different ways that families, schools and
the community can partner together to support children in learning.
Epstein also includes ways parents and the community can get involved in the lives of
adolescents.
Epstein Type 1: Parenting

Epsteins type one of parenting helps families establish home environments that
support children in school (Epstein).
Offering free classes to teach parents what their child is doing in school is one way to
keep parents involved. If parents know what their child is doing in school on a daily
basis, they will be able to help more efficiently.
Offering a parents day where parents can come be part of the childs school day will
also help parents be involved in their childs learning. Parents will better be able to
understand what their adolescence is doing on a daily basis if they spend a day at
school with them.
Parents of adolescents need to be fair and reasonable. Parents need to show their
adolescence respect in order to get respect in return.
Epstein Type 2: Communicating

Epsteins type two is communicating. Designs effective forms of communication
between home to school as well as school to home (Epstein).
This communication allows for schools to be aware of what is going on at home and
parents can be aware of childrens progress in school.
Having regular parent/teacher conferences throughout the year is a great way to keep
communication. Also teachers can send home monthly newsletters to let parents know
what they are doing in school each month.
As an educator, my role is to ensure good communication with families on a daily
basis.
Epstein Type 3: Volunteering

Epsteins type three is volunteering. Parents can help volunteer at school functions in
order to support their child (Epstein).
Parents that volunteer in their childs classroom or with their childs sports events will
get to know the children, teachers and coaches their child is with for a majority of the
time.
Parents that volunteer with their childs events are also really involved with their
children and that shows that they support what their child is doing which will greatly
benefit the child.
As a teacher, it is my job to provide opportunities for families to volunteer in the
classroom.
Epstein Type 4: Learning at home
Epsteins type four is learning at home.

This includes helping families find ways to
promote learning at home (Epstein).
One way to promote learning at home is
to have regular homework time each
night. Parents should offer support when
helping their child with homework.
Parents can also help the child find the
resources to complete the homework.
Showing children that parents care about
their school work will help to motivate
them to do better in school.
Epstein Type 5: Decision Making
Epsteins type five is decision making.

This type includes parents being involved in the childs decisions regarding school
(Epstein).
Parents can play an active role in the schools PTO. This would allow parents the
opportunity to be involved in the decisions that are made by the school. This would
also ensure that the decisions are being made with the childrens best interests in
mind.
Epstein Type 6: Collaborating with

Community
Epsteins type six is collaborating with the community.
This type includes integrating resources and services from the community in order to
strengthen school programs, family practices, along with student learning and
development (Epstein).
One way to include the community with collaboration would be to open up concerts to
the public so that the community can be involved with the school. The school could
also preform their concerts in various public places or nursing homes.
It is very important to hold events that adolescence can do together with their parents,
because it will be a good time for the teen and parent to bond and spend quality time
together.
References
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
Berk, L. E. (2013).Child development.(9th ed.). Upper Saddle River, NJ: Pearson.
Ball, J., & Pence, A. R. (2006).Supporting Indigenous children's development.
[electronic resource] : community-university partnerships. Vancouver : UBC Press,
c2006.).Supporting Indigenous children's development. [electronic
resource] :
community-university partnerships. Vancouver : UBC Press, c2006.

Week 3

Uploaded by

Copyright:

Available Formats

Week 3

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

Uploaded by

Copyright:

Available Formats

Parent Presentation:

Highly High School

Child Development Professional

Rationale behind partnerships

Epsteins Types of Involvement

Epstein Type 1: Parenting

Epstein Type 2: Communicating

Epstein Type 3: Volunteering

Epstein Type 4: Learning at home

Epsteins type four is learning at home.

Epstein Type 5: Decision Making

Epsteins type five is decision making.

Epstein Type 6: Collaborating with

Epstein, J. (n.d.). Epstein's framework of six types of involvement.Retrieved from

You might also like