Partnering for Our Kids

Jennifer Cota
Ashford University
Child Development Capstone
ECE 497
Tracy Reed
May 29, 2014


Lincoln Elementary School
Children in Early and Middle
Childhood Development are
learning so much. They are
building relationships with their
teachers and friends and
improving their social skills.
Cognitively they are learning how
to read and expanding their
vocabulary. Physically they are
learning how to play organized
sports and are much more
coordinated. It is during this time
that Parents, Teachers and the
community need to come together
to create programs that are most
beneficial to the continued
development of children.
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My role as a child development
professional is to support the children I
am working with. To guide and
encourage them. It is my job to see the
areas they may be struggling in and
create a plan to help them succeed.
However, my role is greater than
this. As an educator I need to
create a conducive environment
not only for the kids, but for the
parents as well. Parents need to
feel comfortable and know that
they play a key role in their childs
development and their input is vital
and greatly appreciated.
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~Parental involvement and communication promotes academic achievement
~Communities support one another by creating programs for children
~Strong relationship with teachers and parents helps reduce stress on kids, especially low income families
~When parents are involved, it sends the message to their kids that school and education are important.
(Berk, 2013)
Parents, Communities, and Schools Must Work Together
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The Mesosystem; The Connections Between the Different
Relationships in a Childs Life.
Children have many different relationships or microsystems in their lives.
~Family
~Extended Family
~Daycare or School
~Church
~Friends
Each of these microsystems plays an integral role in a childs
development. All of these systems work together. When there is a
problem in one, it affects the others. If a child has a rough home life, or is
being bullied at school, it will spill over into the other areas and impact the
child in every area of development. Strong connections and support
between each system in vital for a child to grow and development
properly. These systems are all interconnected and the primary care giver
needs to be involved in all facets of the Mesosystem. (Papalia,Olds,
Feldman, 2008)

Epsteins Types of Involvement
Parenting
~When parents take an active role in their
children and create good relationships with
them, this will reflect in a childs
happiness, behavior, and education.
~Schools could implement a basic
parenting class offered several times
through out the year with an opportunity
for more in depth training.
Communication
~Communication between the school and parents is
vital.
~A great way to communicate it to have weekly
newsbooks that inform the parents of what is being
done in the classroom. The children can actively
participate by drawing pictures of a highlight of the
week and parents can send letters back in the
newsbook to communicate any questions or
concerns. (Otto, 2010)
~This helps parents to talk to their children about
what they learned that week and reinforce ideas and
concepts that were taught.
~Many parents find email a great way of
communication. Teachers can have a sign up sheet
for parents that would like the newsletter sent home
this way. This allows for the parents to read it at
their leisure and ensures that the newsletter will
make it home.

Volunteering
When parents volunteer at their childs school, it helps the child to feel loved
and important to their parents. It allows for the parent to build a relationship
with those at the school and their childrens friends.
There are so many volunteering opportunities. Parents could read to the kids,
bring in snacks, help out with Popcorn Fridays, go on field trips, etc.
At the beginning of the school year the school can send home a list of all the
volunteer opportunities for the school in general, and their childs specific
classroom. Parents can then sign up for an activity that works with their
schedules and abilities.
Learning at Home
~Homework and learning at home
reinforces what is being taught at school.
When parents take an active role in their
childs homework, it helps to build and
refine their skills. It also lets the child feel
that he, and school is important.
~Many parents struggle with keeping up
with all the demands of work and
parenting. As educators, we need to create
homework plans that are conducive to the
childs development, but not
overwhelming. Monthly reading plans and
consistent homework schedules and
allowing parents to be more involved in
reading choices is helpful.
Decision Making
Parents and children should be active participants in decision making that
impacts them.
When kids and parents are involved at this level, it lets them feel represented
and a part of the greater good. This encourages involvement and therefore a
greater sense of belonging. This in turn promotes good attitudes and a
conducive learning environment for children.
Parents need to be aware of the different organizations and committees that
the school utilizes and is part of. At the beginning of the year, parents need be
made aware of the different opportunities available to them to be involved in
the decision making process at the school. This should be sent home to the
parents and also clearly listed on the schools website.
Collaborating with Community
~May schools do not have the available
resources to offer sports or other after school
programs. When the community steps up and
helps with this, the child feel important and
part of something bigger than themselves.
Sports and other activities help children
increase their physical and social/emotional
skills.
~ Schools and the different organizations and
businesses in the community can partner
together to create after school programs for
children. This could be art lessons, archery,
wrestling, dance and sports.
~When a community comes together to
support children the whole community benefits
by increasing the skills of children, teaching
them to be active members in the community
and building life long friendship and
relationships.
References
Berk, L. E. (2013). Child development. Boston: Pearson Education

Otto, B. (2010) Language Development in Young Children. Pearson Education Upper
Saddle River, NJ

Papalia, D.E., Olds, S.W., Feldman, S.D. (2008) A Childs World Infancy through
Adolescence 11 ed. McGraw Hill, New York, NY