BUILDING A BRIDGE WITH THE COMMUNITY

PERLICIA TERRY

ECE497: EARLY CHILDHOOD CAPSTONES

INSTRUCTOR: CARLY DAVENPORT

MARCH 13, 2017

PER

REFERENCE:
 AS A CHILDCARE PROFESSIONAL

My educational approachis creating a capacity where young children can apply the
knowledge that they have and empower them to achieve academic and personal strengths. I
welcome the opportunity to work with families that comes from different cultures and diverse
communities that shares different values, beliefs, and customs. I am strongly against setting
limits on what children know or should no and focus on getting them ready for a rich and
purposeful foundation for learning. I would make it my priority to communicate effectively
with the parents and other staff members concerning the developmental learning of their
children. The children are learning every day on a daily basis, they will participate in a
learning experience that promotes their cognitive, social, and physical developmental skills.
My goal is to help each student to meet their developmental milestones with the assistance of
their parents, counselors, and professional instructors by using an Individualize Evaluation
Plan so that all children can reach their fullpotentials. I make it my priority to abide by the
rules and regulations that is govern by the state that I work in.
 LINCOLN ELEMENTARY SCHOOL
PARENTAL INVOLVEMENT

The teachers build a special connection with the parents so that their children can learn age appropriate developmental skills. By training parents how to be effective in

their children lives, can help their children to meet their developmental milestones and how to use communication techniques. Teaching parents how to ask open ended questions

while they are interacting with their children can help them learn communication skills. The parents are learning how to engage in positive conversations with their children to

enhance their vocabulary and language development skills. Uncovering the differences and commonalities in values, normative practices, and child-rearing goals across cultural

groups and important steps in developing culturally-competent and effective programs that support for parents of all cultural backgrounds, (Lubell, Keri M).

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 MIDDLE CHILDHOOD DEVELOPMENT
Middle childhood age children from five years old to twelve years of age are able to share in a point of view in a group of other peers. They are able to be aware about the people

in their surroundings and what is going on around them using moral judgement of knowing what is right from wrong and think before they do certain things. In the 1930s Jean

Piaget began constructing a theory of cognitive development from birth through adolescence, his research showed that around age seven concrete operational thinking develops,

and with it comes a whole new set of cognitive structures. The child in this age range can now understand such concepts as logical cause and effect, reversibility, conservation of

number, matter, and volume, classification, and time.

The K12 academic standards specify that, in the elementary grades, students must comprehend and analyze the structure of literary texts as well as recount experiences

using effective techniques, well chosen details, and well-structured event sequences. Students must be able to meet these rigorous expectations that are now guiding instruction

and evaluation across the United States, (Weddle, Sarah A. and Spencer, Trina D. 2016). The teachers are providing learning instruction to the children that teaches them the key

elements of a story such as the characters, the plot, and the event of the story as well as the grammar in the story. Stories with complex sentence structures contain language that is

more similar to language used in childrens literature and academic material (Westby, 1985).
 COGNITIVE DEVELOPMENT IN MIDDLE AGE CHILDREN

Sarnoff conceived of a latency structure consisting of four essential processes that must be available to the child:
(1) the capacity to symbolize;
(2) the mechanism of repression;
(3) the development of verbal conceptual memory organization;
(4) behavioral constancy.
Using Piagets theory of cognitive development, Sarnoff thought that once verbal memory organization replaces sensorimotor organization, it subsumes earlier memory
organization and causes the common infantile amnesia for memories before age five. When all four developmental steps are in place, one supposedly has a calm, educable, and
pliable latency child,
Middle age children are learning to be less dependent of others and more independent, when it comes to problem solving and building relationships with peers. The
authors considered it to be important for the essential others in a childs lifeparents, teachers, peersto help structure and modulate aggressive and sexual impulses through
schooling, peer play, family interactions, religion, and culture, (Knight, R. 2014).

REFERENCE: KNIGHT, RONA; JOURNAL OF THE AMERICAN PSYCHOANALYTIC ASSOCIATION, VOL 62(2), APR, 2014 PP.
203-235. PUBLISHER: SAGE PUBLICATIONS; [JOURNAL ARTICLE], DATABASE: PSYCINFO
 MESOSYSTEM FROM BRONFENBRENNERS ECOLOGICAL
SYSTEM

Bronfenbrenner developed a model for conceptualizing all the many environmental influences on a childs life and socialization. Mesosystems are very important to a childs

development and can have a positive or negative effect on the child. Children are accustom to an environment of following certain rules at home, but when they are attending

school they have to adapt to another type of environment where the rules and the setting is different, The mesosystem is a transition from home, to school, and in the community.

Children learn how to transition easily because it is done everyday on a consistent basis. The mesosystem have a positive influence with children when the parent and teacher

provide the child with social support and consistency in their daily activities.

REFERENCE:
 URIE BRONFENBRENNER ECOLOGICAL SYSTEM

REFERENCE:
 BUILDING A BRIDGE WITH THE PARENTS AND THE
COMMUNITY

The parents are given a student and parent handbook with all the learning activities that the child will be involved in such as Cognitive developmental skills, language,

social, and physical skills as well as the attendance policy and student conduct. Parents are encouraged to volunteer in their child classroom or in the school at anytime. Parent

teacher conferences are provided so that the parents understands how there children are meeting their developmental milestones and academic achievements. We have parent

and teacher meetings so that the parents are aware of the different resources that is available to them. The parents are inform of what is going on in the school and in the

community by having business owners in the community to explain the resources that they have to offer. Workshops are provided to parents to help them understand the type of

math and science that their children are working on.

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 A PARENT SUPPORT SYSTEM

When parents are involved with their children learning, they tend to put forth their best effort to make good grades. Teachers can provide resources to parents where they

can get their General Education Diploma or further that education studies. The Department of Family and Children Services provide aide for low income families with Medicaid,

Food stamps, and agencies that can help them pay their utility bills or provide shelter. Neighborhood meetings to help families understand schools and to help schools understand

families. The faculty and staff encourages the parents to share the culture, background, and beliefs with the school. The teachers and staff help the parents to feel welcome and

appreciated at all times and offer them the support that they need. The teachers are aware of their own skills to share with the parents the development of their children. Provide

information to all families who want it or who need it, not just to the few who can attend workshops or meetings at the school building, (Epsteins Framework).

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 ACTIVITIES CHILDREN CAN LEARN AT HOME

There are several ways that a parent can teach their children developmental skills at home by using material that is already in the home. Parents are encouraged to interact

with their child while doing homework by making sure that the child understands the activity that they are working on. Parents help their children by asking them questions

about their homework assignments such as having them to explain the steps to complete their math problems. By doing so this lets the children know that you care and is

involved about their learning. Families should have bonding time where they play learning games to see how much their children are learning, such as Karaoke if the child can

read across the television it shows that they are reading fluently, and when playing board games they are learning how to follow directions, count, and read cue cards. "Help" at

home to mean encouraging, listening, reacting, praising, guiding, monitoring, and discussing -- not "teaching" school subjects.
 PARENTAL INVOLVEMENT WITH DECISION MAKING

Parents and the community should be involved in decision making in the school by having a parent and teacher conferences and parent, teachers, and community meetings

in the school and other organizations for parent leadership and involvement, Board members and political councilmen to attend school meetings to discuss how to improve the

school and the community. The school provides network links that helps parents communicate with learning activities that happen in the school. The parent should have an input

into the policies that affects their children learning, (Epsteins).

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 REFERENCES

Jankie695Corolla. (2014, March 12). Urie Bronfenbrenner Ecological Theory [Video file].
Retrieved from https://www.youtube.com/watch?v=5htRhvm4iyI
Knight, Rona; Journal of the American Psychoanalytic Association, Vol 62(2), Apr, 2014 pp.
203-235. Publisher: Sage Publications; [Journal Article], Database: PsycINFO A Hundred
Years of Latency
Weddle, Sarah A.; Spencer, Trina D.; Kajian, Mandana; Petersen, Douglas B. School Psychology
Review. Mar2016, Vol. 45 Issue 1, p109-132 An Examination of a Multitiered System of
Language Support for Culturally and Linguistically Diverse Preschoolers