LEARNING AND DEVELOPMENT OF CHILDREN THROUGH POSITIVE PAREN - PowerPoint Presentation

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LEARNING AND DEVELOPMENT OF CHILDREN THROUGH POSITIVE PARENTING AND PARTNERSHIP OF FAMILIES AND COMMUNITY

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Influences on The Overall Development of Children

As an infant becomes a toddler, to school age, their eagerness to learn and their developments are in full bloom. A child learns from their immediate surroundings, therefore their environment needs to be positive and open to explore.

Actions and the relationship that parents display in front of their child and with their child, have grave influence over the actions and development of the child. As with preparing them for other involvements, such as school and peer interaction. According to Berk (2013), by a child joining in very young with preparing meals and helping with home chores, “children develop a sense of responsible participation in family and community life and acquire many practical skills” (pg. 495). Therefore, Epstein’s Types of Involvement is an appropriate connection to the development of children. Furthermore, these involvements contribute to positive participation school learning, social development, motor skills, and self-perception.Slide3

E

xamples

of what associates a child development professional with children's learning and development: 1. Helping educators to understand and utilize proper learning practices with every

stage

of

child development, bring light to the sensitivity of cultural differences, and enriching appropriate interactions between families and children.

2. Guide parents

understanding

of their

child’s present and future stages of

development so they will allow for positive environmental exposure.

3. Advise

parents of

signs

to look for that may be associated with atypical development

of

their

child, and

to advise them of how to be careful with associating their child’s slow

development

to real

concerns—and

to seek professional advice from their doctor if they

have

high concerns

.

4. To assure that the needs of every child’s learning is met in the highest regards.

5. To bring awareness of how children with disabilities need higher involvements, according to individual conditions, such as appropriate learning involvement and parent awareness of how to challenge their child’s talents.

Slide4

Presentation Purpose

There

are many elements associated with the development of children, and parents/caregivers participation helps to bring them all together as well as other involvement of professional educators and a child’s positive environment. Therefore, it is very important that information be exposed to the public about the contributing factors to positive learning of children; may it be pamphlets, flyers or news paper articles to help achieve public awareness. Moreover, to help bring higher involvement from communities. According to the DSS (n. d.), the logic behind presenting such information about child development is due to the bases of

which early childhood training is founded. Moreover, “because the psychomotor,

socioemotional

, cognitive, and linguistic developmental domains are inter-related, early childhood professionals in all types of programs (e.g., family child care homes, early childhood education centers) must comprehend both the processes of development and the adult’s role in supporting each child's growth, development, and

learning”

(DSS, n. d., para.1).

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The Involvement of the

Mesosystem

with Child DevelopmentThe mesosystem

does not work independently but with other systems to elevate child development and learning. It is the system that is right outside a child’s individual microsystem that helps to connect other systems—that makes up the child’s environmental structure.

W

hich helps to make up the entire ecological system. In other words, it is the system that connects a child to other elements, such as friends, school, beliefs, extended family, and more. Slide6

Epstein’s Types of Involvement

Different involvements play an important role

in children’s learning and development. Some involvements are listed under what is called the Epstein’s Types of Involvement. There is a total of six involvements: 1. Information to help project positive home environment, such as encouraging parenting skills.

2. Information to help

increase

communication

level

between schools,

children and parents.

3. Ways to get the volunteering process moving forward. 4. The home learning process.

5.

Parents participation with decisions that

can affect

their child at school.

6.

Community involvement to help develop programs that

will

elevate family participation, school programs and children’s learning abilities (Epstein, J. L., n. d.).All of which helps to bring together the puzzle of how children learn and develop. Slide7

Epstein’s Six Types of Involvement

Parenting:

This particular involvement contribute to children’s learning and development through enhancing respect for their parents, improving personal qualities, the beliefs and values taught by parents, balancing of chores, homework, activities, and school attendance and grade improvement.Slide8

Communicating

:

A child’s awareness of personal progress is improved, conduct at school, and observance of rules are becoming clearer.Slide9

A child’s

homework and

learning skills are elevated by volunteers working with them. They also become more aware of their talents through being part of a volunteer program.Volunteering:Slide10

Homework

and classwork is heightened through home

learning, homework is more complete, preschoolers are more eager to do homework, and their view of parents and teachers seems to be more connected.

Learning at Home:

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Decision Making:

By parents

being involved with the decision making process at their child’s school, the child seem to understand that their parents help protect them against certain things at school.Slide12

Extra

activities within the community enhance

preschoolers as well as other school age children's talent and skills.The connection with outer home is elevated through community programs and projects that involve other children.

Collaborating with Community:Slide13

References

Berk

, L. E. (2013). Child Development. (9th

ed.). Boston: Pearson Education, Inc

.

Department of Social Services (n. d.).

Competencies for Early Childhood Professionals Area II:

Understanding Child Growth

and Development. Retrieved from

https://www.dss.virginia.gov/files/division/cc/provider_training_development/intro_page/publica tions/competencies/chapters_individually

/04.pdf

Education Portal (2003-2014).

Bronfenbrenner’s

Meosystem

: Definition, examples & quiz. Retrieved

from http

://education-portal.com/academy/lesson/bronfenbrenners-mesosystem-definition-example-quiz.html#lessonEpstein, J. L. (n. d.). Epstein’s framework of six types of involvement. Partnership Center for the

Social Organization of Schools.

Retrieved

from

http

://

vizedhtmlcontent.next.ecollege.com/pub/content/1810565d-a602-41bb-be3e- a03f05e17c1b/Epstein_J

._n.d..__

Epsteins_framework_of_six_types_of_involvement.pdf

King, M. A., Sims, A., &

Osher

, D. (n. d.). How is cultural competence integrated in Education? CECP. Retrieved from

http

://cecp.air.org/cultural/Q_integrated.htmSlide14

Marks, D. J. (2011). Homework: How it helps, and how parents can help kids get it right. NYU

Langone

Medical Center. Retrieved from http://www.aboutourkids.org/articles/homework_how_it_helps_how_parents_can_help_kids_get_it_rightOswalt, A. (1995-2014). Urie Bronfenbrenner

and child development

. Gulf Bend Center. Retrieved

from

http://www.gulfbend.org/poc/view_doc.php?type=doc&id=7930&cn=28

Poole, C., Miller, S. A., & Church, E. B. (2014).

Ages & stages: How children develop self- concept. Being sensitive and responsive to individual needs supports children’s growing sense of self.

Scholastic. Retrieved from http://

www.scholastic.com/teachers/article/ages-stages-how- children-develop-self-concept