1. My Presentation Cherry welch ECE 497 Child Development Capstone
Instructor: Tracy Reed
February 23,2015
Welcome to our Parent ,teacher Organization

2. Lincoln Elementary School
Here in Gilbert, Arizona we work to better everyone in the community. Our goals here at Lincoln is to make every student special. We want the family, the community and the school to work together for the good of all students.

3. Middle childhood
Middle childhood starts around 6 years old. Most 6 year olds can dress themselves. Can catch a ball, run, and hop. “School-age children undergo rapid spurts in height and weight as well as improvement in athletic abilities,” ( Zembar|, Blume,2010). Children develop in specific ways but at their own pace. These are called milestones. It is a guide line for development. .Pre-kindergarten children start to learn letters and their sounds. They learn numbers and their meaning

4. Pre-kindergarten Curriculum
Pre-kindergarten children are active learners.
. Children learn from hands on experiences.
They should be able to touch, smell, hear and see different things
When a teacher plans the pre-kindergarten curriculum she must consider all the children. I will be using the approach to learning through purposeful play. . Children learn from their environment .We make our classrooms safe for all children.

5. Education
“The school is a formal institution designed to transmit the knowledge and skills children need to become productive members of society,”(Berk,2013,pg.637).
As a society ,it is up to us as teachers, parents, caregivers and the community to give our children the best education we can to insure the future of all.

6. Teachers
Teachers have a very important role in developing the whole child. They are with your children eight hours a day. They help your children to learn the best way possible. Teacher’s keep records of your child’s developments. Evaluating each child to demonstrate their understanding of the subject matter is critical to the learning process.

7. How is a child's development affected by their social relationships and the world around them?
“Bronfenbrenner believed that a person's development was affected by everything in their surrounding environment(Education Portal ) .
Notice that in the middle of the drawing is the child. Every child’s ecological model is unique. . Bronfenbrenner categorized his theory into four levels: the microsystem, the mesosystem, the exosystem, and the Macrosystem. Each level of the theory plays a role throughout a child’s development.

8. The first level of Bronfenbrenner's theory: the Microsystem.
The microsystem is a child's immediate surroundings, (The home, siblings, school, parents). The Microsystem refers to all the settings in which a child personally interacts and is influenced. Every child has many Microsystems.

9. The Mesosystem
Mesosystems are very important to a child’s development and can be complicated in their effect on the child.
The Mesosystem refers to those situations or events in which two Microsystems come together in some respect. Mesosystems, like Microsystems, can be long term and recurrent or one-time occurrences
“The mesosystem is where a person's individual microsystems do not function independently, but are interconnected and assert influence upon one another. These interactions have an indirect impact on the individual,”(Education Portal ).

10. More of The Ecological Systems theory
“The Exosystem is the next level we will examine. The Exosystem refers to a setting that does not involve the person as an active participant, but still affects them. This includes decisions that have bearing on the person, but in which they have no participation in the decision-making process,”(Education Portal, ).
“The Macrosystem encompasses the cultural environment in which the person lives and all other systems that affect them,”(Education Portal, ).
An example ofexosystem A parents gets fired from a job and the family has to move. The macrosystem can have either a positive or a negative effect on a person's development. You can see how families, schools, and the community are connected

11. The framework of Epstein’s Types of Involvement.
“all schools may use the framework of six types of involvement as a guide, each school must choose practices that will help achieve important goals and meet the needs of its students and families,”(Epstein, n.d ).
“each type leads to different results for students, families, and teachers,”(Epstein, n.d ).

12. TYPE 1--PARENTING:
“Assist families with parenting and child-rearing skills,”(Epstein, Coates, Salinas,, Sanders, M.G., & Simon, 1997) . Offer training for parents
“Assist schools in understanding families,”(Epstein, Coates, Salinas,, Sanders, M.G., & Simon, 1997). Help students with meals, school supplies.
“Parent education and other courses or training for parents (e.g., GED, college credit, family literacy.)
• Family support programs to assist families with health, nutrition, and other services,” (Epstein, J., n.d. ).

13. Results for Students
“Gives students positive personal qualities, habits, beliefs, and values, as taught by family. Gives them balance between time spent on chores, on other activities, and on homework. It can improve attendance. Makes students Aware of importance of school,”
retrieved from

14. TYPE 2 COMMUNICATING
“Design effective forms of school-to-home and home-to-school communications about school programs and children's progress,”(Epstein, J., n.d. ).
“Conferences with every parent at least once a year, with follow-ups as needed.
• Language translators to assist families as needed,”(Epstein, J., n.d. ) At Lincoln Elementary School 58% of the students are second language learners. This helps the teachers and parents commutation better. Could have more classes for English learners ,even the parents could learn.

15. Results for Students
“Students will be informed about courses and programs. Students will Understand school policies on behavior, attendance, and other areas of student conduct,”
retrieved from

16. TYPE 3 VOLUNTEERING
“Recruit and organize parent help and support. School and classroom volunteer program to help teachers, administrators, students, and other parents.
• Parent room or family center for volunteer work, meetings, resources for families.
• Annual postcard survey to identify all available talents, times, and locations of volunteers.
• Class parent, telephone tree, or other structures to provide all families with needed information.
• Parent patrols or other activities to aid safety and operation of school programs,”(Epstein, J., n.d. ).
“Understanding teacher's job, increased comfort in school, and carry-over of school activities
at home.,”(Epstein, J., n.d. ).
Room parents are nice. The parents could help in the office as well. Maybe have a safety team that looks for improvements in safety of all the children. Parents could help with children leaving school when school is out.

17. Results for Students
Gives students skill in communicating with adults Increased learning of skills that receive tutoring or targeted attention from volunteers.
retrieved from

18. TYPE 4 LEARNING AT HOME
“Information for families on skills required for students in all subjects at each grade.
• Information on homework policies and how to monitor and discuss schoolwork at home.
• Information on how to assist students to improve skills on various class and school assessments.
• Regular schedule of homework that requires students to discuss and interact with families on what
they are learning in class.
• Calendars with activities for parents and students at home.
• Family math, science, and reading activities at school.
• Summer learning packets or activities.
• Family participation in setting student goals each year and in planning for college or work,”(Epstein, J., n.d. ).
Helps the parents know what is going on at school and help the student with homework. The teacher can help the student in areas the child may need extra help in. The teacher has folders for the homework each day. the parents can sign them. For pre k maybe a folder of things the students learned like the sounds of letter,or art work. Stars for good behavior.

19. Results for Students
‘Gives students positive attitude toward schoolwork. Students view of parents as more similar to teacher and of home as more similar to school. Builds self-concept of ability as learner”.
retrieved from

20. TYPE 5 DECISION MAKING PTO Meetings
“advocacy groups to lobby and work for school reform and improvements,”(Epstein, J., n.d. ).
Parents can Input into policies that affect child's education.
Parents can have a voice in school decisions and can share experiences and connections with other families. Parents can have bake sales ,candy sales . Parents sit in with teachers to talk about school policies.

21. Results for Students
“ Better awareness of representation of families in school decisions. Understands that student rights are protected. Understands policies sanctioned by parent organizations and experienced by students”.
retrieved from

22. TYPE 6 COLLABORATING WITH COMMUNTY
“Information for students and families on community health, cultural, recreational, social support, and other programs or services,”(Epstein, J., n.d. ).
“Service integration through partnerships involving school; civic, counseling, cultural, health, recreation, and other agencies and organizations; and businesses,”(Epstein, J., n.d. ).
“Informs families of community programs for students, such as mentoring, tutoring, business
Partnerships,”(Epstein, J., n.d. ).
Let parents know of community resources that can help them . Some have mentors ,like the big brother program.

23. Results for Students
“Have better awareness of careers and of options for future education and work Students have increased skills and talents through enriched curricular and extracurricular experience”
Retrieved from

24. Thank You for Coming
Some say it takes a village to raise a child .Consider us as part of the village. We are here to help in anyway we can.

25. References
Berk, L. E. (2013).Child development. (9th ed.). Upper Saddle River, NJ: Pearson
Education Portal.( ) Bronfenbrenner's Ecological Systems Theory of Development: Definition & Examples Chapter 1 / Lesson 9 retrieved from

26. References
Epstein, J. (n.d.). Epstein's framework of six types of involvement. Retrieved from
Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simon, B.S. (1997) school, Family, and Community Partnerships: retrieved from
Zembar|L.B. and Blume,(2010) retrieved from

27. References Epstein, Ph.(N.D) Epstein's Framework of Si
x Types of Involvement Retrieved from