PARENT

PRESENTATION
CINDY GREEN
ECE 497 CHILD DEVELOPMENT CAPSTONE COURSE
INSTRUCTOR: PILAR CARROLL

HIGLEY HIGH SCHOOL
9
TH
to 12
TH
Graders
Population of 1,500 students
Among this age group adolescents become self-conscious and self-
focusing
With teenage idealism and criticism they see other people as having
both strengths and weaknesses, and they are better able to work
for social change and to form positive, lasting relationships (Elkind,
1994)(Berk,2013 pg. 256).


MY ROLE AS A CHILD DEVELOPMENT
PROFESSIONAL
As a faculty member of Higley High School, it is our goal to come together and
create and sustain partnership with families and the community and how having
these partnerships together will influence the learning and development of our
children.
RATIONAL FOR MY PRESENTATION
When school, family, and the community surround the lives of children, their outlook and development
enhances dramatically. According to an article (2013) it states, Research focused on the amount of time
that parents spend involved in their childrens lives has viewed parental involvement as a positive factor in
childrens school performance and in their personal development. Time spent with children can have
positive instrumental and emotional benefits and may provide access to social and cultural capital that
provides advantages in social and intellectual development (Coleman 1988; Lareau 2003).When parents
get involved with school and community there is a positive influence on the child and the child potentially
will become socially inclined to their surrounding as well as emotionally stable and holding a strong bond
with their parents.

BRONFENBRENNER'S
ECOLOGICAL SYSTEM
Mesosystem
The second level of Bronfenbrenners model which
includes home, school, neighborhood and childcare
center.
A childs academic progress depends not just on
activities that take place in a classroom but also on
parent involvement in school life and on the extent to
which academic learning is carries over into the home
(Gershoff & Aber, 2006)( Berk, 2013).





EPSTEINS TYPES OF INVOLVEMENT INTRO
Epsteins framework includes six types of involvement. Each type there are challenges that need to be met
in order to involve all families, and each type requires redefinition of some basic principles of involvement,
and concluding results for students, families, and teachers.


EPSTEIN'S TYPES OF INVOLVEMENT
Parenting
Helps all families establish home environments to support children as students (Epstein).
Communicating
Design effective forms of school-to-home and home-to-school communications about school programs and children's progress (Epstein).
Volunteering
Recruit and organize parent help and support (Epstein).
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 (Epstein).
Decision Making
Include parents in school decisions, developing parent leaders and representatives (Epstein).
Collaborating with Community
Identify and integrate resources and services from the community to strengthen school programs, family practices, and student learning and
development (Epstein).

An idea that could implement right away that aligns with the cultures represented at the school is do a
fundraiser to support the school by the family going to a community restaurant on a particular night. Here this
aligns with school, families, and the community for serving a purpose and everyone coming together as a whole.

REFERENCES
Berk, L. E. (2013).Child development. (9th ed.). Upper Saddle River, NJ: Pearson.
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
Stacer, M. J., & Perrucci, R. (2013). Parental Involvement with Children at School, Home, and
Community. Journal Of Family And Economic Issues, 34(3), 340-354. doi:http://dx.doi.org.proxy-
library.ashford.edu/10.1007/s10834-012-9335-y