Professional Documents
Culture Documents
ELEMENTARY
SCHOOL
93 percent 5 percent white 2 percent American
Hispanic Indian
Early Childhood(2-6 years) Middle Childhood (6-11 Years)
According to Berk, L. E. (2013) During this According to Berk, L.E. (2013) During this
time the body becomes longer and leaner. time, children master new responsibilities.
Motor skills are refined. Their athletic abilities improve.
Children become more self-controlled and They are willing to participate in organized
self-sufficient. games with rules.
They have a more logical thought process
Thought and language expand.
Academic skills improve and advances in
Children establish ties with peers.
understanding self, morality, and friendship.
DEVELOPMENTAL PERIOD
Any childcare professional that works in the developmental
growth of children.
According to (Mossler 2014), “We study child development
which attempts to find explanations for both the similarities
and the differences in feelings, thoughts, and behaviors that
occur in children between birth and the end of adolescence”.
CHILD DEVELOPMENT
PROFESSIONAL
According to Turner and Welch(2012), “The manner in which parents interact
with and guide their children influences the child’s development in more ways
than are immediately visible.
With this in mind, professionals must seek to understand the children within
the context of their families and communities”.
BRONFENBRENNER
ECOLOGICAL
SYSTEM THEORY
TYPE 1 PARENTING TYPE 2 TYPE 3 VOLUNTEERING TYPE 4 LEARNING AT TYPE 5 DECISION TYPE 6
COMMUNICATING HOME MAKING COLLABORATING WITH
THE COMMUNITY
students” (Epstein).
When parents have the resources at home to help their children learning, the
IDEA: The school and community can provide parents resources such
as reading, writing, math and technology classes, and tutoring for the parent and
TYPE 1 PARENTING
Type 2 Communicating “ Design effective forms of school-to-home and home-to-
Communication is a major part of development and growth. Making sure that all
parties are on the same page with information with keep ties open and will let the student
know that everyone is there for support. Newsletters, teacher-parent conferences, student
review work.
IDEA: when sending home information make sure that it is clear, sent to all
TYPE 2 COMMUNICATING
Type 3 “Recruit and organize parent help and support” (Epstein).
Having parents or family members involved with the student education makes
a huge impact on their learning and development. This not only models
positive interaction between peers but shows support for the child.
IDEA: send emails, section in the newsletter, or notices for parent
involvement for activities in class or at school for especially with cultural
diversity.
TYPE 3 VOLUNTEERING
Type 4 “ Provide information and ideas to families about how to help students
at home with homework and other curriculum-related activities, decisions, and
planning” (Epstein).
Keeping parents on there toes at home about subjects, topics, and curriculum
that students will be learning will help parents be prepared for the activity
when it is brought home.
IDEA: Send home links about topics, and curriculum for tutorials so that
parents can understand what is being learned, and able to help the student.
REFERENCES