Parents + Students

=
Success.
Leticia Flores
ECE 497 Child Development Capstone Course
Professor: Pilar Carroll
February 6, 2017
 Welcome Parents!
Welcome parents to your training.
Sign in & Registration form
Agenda
Evaluation
List off goals for the training:
To help parents understand their children's feelings and behaviors during
their developmental process.
To explain your expectations of their child.
To share information about how parents can support their childs learning.
Period of Development
Infancy and Toddlerhood: Ages 1-6. The conception period
begins mother is pregnant and the fetus is growing into a small
body that each week is growing. After 40 weeks the baby is
born, and growing during the first two years of life. Early
Childhood:
Middle Childhood: 6-11. Leaning has become a goal,
encouragement, and social interactions are important. Behavior
becomes part of their developmental stages.
Adolescence: Physical changes start to occur such as growth
spurt, puberty and cognitive development occurs for more
rational purposes.
Cognitive Development in a classroom
environment
Cognitive Development: the process of brain development. Including language,
problem solving, memory, intelligence. (Farrar, M. J. & Montgomery, D. 2015)
In order to support children's cognitive development in the classroom should be
expose to socialization, engagement, language, social emotional and physical
development.
The process of engaging with peers creates children the opportunity to expose
their feelings, emotions and language skills.
Children also discover new abilities and talents. Children learn how their body
moves (large and small muscles). By jumping, running, holding a pencil, and use
scissors.
Children also learn new vocabulary by hearing, repeating and improve their
linguistic skills.
In the classroom children experience the ability to know their feelings and
emotions. By problem solve their differences or show their behavior challenges
Language and cognitive Development
Language development correlates with cognitive development
allowing children to use the process of their brain to maneuver the
linguistic process. Words, body language, pronunciation, and
processing skills.
Three ways language developments impacts cognitive as follow:
Processing words/language, knowing what words and vocabulary
mean and the correct way of using verbal communication.
The knowledge and understanding of answering questions and asking
questions. The ability of questions is the initiation of a conversation and
the interest of knowing new information.
The ability to speak and use communication skills property when
interacting with other people. Including body language, sign
language and expressions.
Intelligence and achievement
The purpose of intelligence and achievement testing can determine if
the child has a special talent (gifted child) or the initiation of a
developmental delay.
The format of the testing can be done in various forms and measure
various outcomes. For example, in the cognitive section the test can
evaluate the child ability to retain information, their memory capacity,
their vocabulary skills and the processing skills. Which can determine if
the child needs early intervention from special services or the child
needs to be evaluated based on their academic skills.
The measures of the testing can also influence on the childs growth
and development. Based on the childs healthy history when and if the
child has a medical concern.
Test results can also be affective by the child nutrition, parent
engagement, and environment.
My role as an educator
My role is to help students succeed in life and provide them with
the best education experiences.
What is potential: Being capable of accomplishing future goals.
What is parent: Birth/biological parent and legal guardians
What is a teacher: Is some who helps to provide knowledge ,
academic values. The text explains a teacher who guides and
supports in response to childrens needs (Berk, 2013)
Children need to feel respected, valued and supported.
Based on research.
Parent participation improves children self-esteem, academic
skills and confidence among students and teachers. The article
Early school-based parent involvement, childrens self-regulated
learning and academic achievement: An Australian longitudinal
study explains Early parent school involvement predicts
childrens reading achievement (Daniel, G. R., Wang, C., &
Berthelsen, D. 2016).
Parents create a positive effect when are more involve with their
children's academic goals. The article Trust and Parents'
Involvement in Schools of Choice explains the positive effects
that parental involvement has on varied aspects of school
quality and functioning. (Strier, M., & Katz, H. 2016)
Bronfenbrenners Ecological System
Microsystem: the support group surrounding the child. For example
parents, school, family members. In most of the cases is called the
support system where the child is raised, environmental factors. The
text explains views the child as developing within a complex system of
relationships affected by multiple levels of the surrounding
environment. Because the childs biologically influenced dispositions
join with environmental forces to mold development (Berk, 2013)

Exosystem: Children are part of other a clinic, resource center, foster

system if applicable, and other friends/relatives wo might be involved
in the childs life.

Macrosystem: Childrens country values, laws and culture influences of

background the child comes from.
Epsteins Types of Involvement
Parenting
Communicating
Volunteering
Learning at home
Decision making
Collaborating with community
Parenting
Allow parents to initiate their parent committee with the purpose
of building their own resources center. Where parents can
exchange information such as (Parenting classes, local
resources, food, and clothing closet)
Parents need to feel supported from teachers, school and school
staff when it comes to assisting the family with any type of
services.
Parents and teachers need to work together and focus on
parents goals, strengths and objectives for them selves and their
children.
Communicating
Communication is the key to success.
Parent teacher conferences
Text messages
Emails
Phone calls
Teachers and schools must also offer translation services because now
with our classroom being multicultural or parents need to feel as we
understand their language. The text shares Elementary and
secondary school students describe good teachers as caring, helpful,
and stimulatingbehaviors associated with gains in motivation,
achievement, and favorable peer relations (Berk, 2013)
Volunteering
Classroom parent volunteers
Outside classroom parents volunteers
Parents have talents and teachers needs to know their parents in
order to know how the parents best will participate in class.
Flexible schedule may also help parents decide when to
volunteer, pressuring parents may not always help parents to
volunteer.
At the begging of the school provide a list of volunteer
opportunities for parents to choose.
Learning at home
Homework
Family activities
Consider low to non expensive activities when planning home
work assignments. teacher needs to consider parents. (income,
family structures, religion, etc.)
Value family time.
Support and acknowledge the time spend between parent and
children when completing homework.
Decision Making
During time of enrollment have a list of possible school activities
where parents can choose from, it allows them to chose their
interests.
Parent council meeting.
PTA
Parent Meeting
Sports
Special activity committee
Collaborating with community
Partnership building with community.
Have the community come to school and share their services .
Parents can increase self-awareness, and skills when they are
involve with the community .
Day of giving back to the community. Based on the text
collaborative practices: reciprocal teaching and cooperative
learning (Berk, 2013)
Assigning parents to check out books from the library for the
children in the classroom.
Create food drives, children enjoy helping the community.
References
Daniel, G. R., Wang, C., & Berthelsen, D. (2016). Early school-based parent
involvement, childrens self-regulated learning and academic achievement: An
Australian longitudinal study. Early Childhood Research Quarterly, 36168-177.
doi:10.1016/j.ecresq.2015.12.016
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_Involv
ement(2).pdf
Strier, M., & Katz, H. (2016). Trust and Parents' Involvement in Schools of Choice.
Educational Management Administration & Leadership, 44(3), 363-379.
Farrar, M. J. & Montgomery, D. (2015). Cognitive development of children:
Research and application [Electronic version]. Retrieved from
https://content.ashford.edu