PARENT

PRESENTATION
Angela Brunotte

PERIOD OF DEVELOPMENT

This presentation
will focus on
adolescents
between the ages
of 14 through 18
years of age that
are enrolled in
high school.

MY ROLE

My role as a child
development
professional is to
guide them and
support them and
keep them on track
academically and
emotionally. I need to
develop relationships
with the student and
their families.

RATIONALE

Teenagers can be hard to figure out. Their

bodies are going through a lot such a
puberty. Their self esteem is a roller coaster.
They also are going through Freuds
psychosexual stage Identity versus role
confusion. Its important to communicate
with them and talk about their plans for
their future.

MESOSYSTEM

Everything around us affects

our development. Some of
the biggest influences on
our development is our
families, our teachers, and
our peers. For example, a
child's academic progress
depends not just on
activities that take place in
classrooms but also on
parent involvement in
school life and on the
extent to which academic
learning is carried over into
the home.(Berk, 2013)

EPSTEINS TYPES OF
INVOLVEMENT

Epsteins framework helps educators develop

comprehensive programs of school and family
partnerships. Each type of parent involvement
includes many different practices of partnership.
Each level presents challenges that must be met to
involve all families and needed definitions of some
basic principles of involvement. Finally, each level
is likely to lead to different expected results for
students, parents, teaching practices, and school
climate. This enables teachers and schools to have
choices about which practices will help achieve
important goals. (Unknown, ND)

PARENTING

Help all families establish

home environments to
support children as students.
Home visits at transition
points to pre-school,
elementary, middle, and high
school. Neighborhood
meetings to help families
understand schools and to
help schools understand
families.
Positive personal qualities,
habits, beliefs, and values,
as taught by family.

COMMUNICATING

Design effective forms of

school-to-home and hometo-school communications
about school programs and
children's progress.
Regular schedule of useful
notices, memos, phone
calls, newsletters, and
other communications.
Awareness of own
progress and of actions
needed to maintain or
improve grades.

VOLUNTEERING

"Volunteer" to mean anyone

who supports school goals
and children's learning or
development in any way, at
any place, and at any time
not just during the school day
and at the school building.
School and classroom
volunteer program to help
teachers, administrators,
students, and other parents.
Awareness of many skills,
talents, occupations, and
contributions of parent and
other volunteers

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.
Family participation in
setting student goals
each year and in
planning for college or
work.
Homework completion

DECISION MAKING

Include parents in school

decisions, developing parent
leaders and representatives.
Active PTA/PTO or other
parent organizations,
advisory councils, or
committees (e.g.,
curriculum, safety,
personnel) for parent
leadership and participation.
Specific benefits linked to
policies enacted by parent
organizations and
experienced by students.

REFERENCES

http://www.dropoutprevention.org/sites/def
ault/files/Epsteins_Framework_20100914.pdf
Berk, L. E. (2013). Child development.
Boston: Pearson Education.