Parent Presentation By: Katina Buckingham

My goal is to work with pre school age children with the foundation to be successful learners by teaching them to be confident in their ability to achieve. By promoting good self – esteem, skills, self-regulation, and their education, through the use of play, activities, and learning tools. Through good participation of student, parent, teachers, and the community we can raise these children to become responsible adults. Raising kids is one of the toughest and most fulfilling jobs in the world — and the one for which you might feel the least prepared. (Kids Health, 2015

School Age Children Children begin to view the world in different ways. In this stage, children often move from being concrete thinkers to being more reflective ones. They think more logically about world events, while still viewing them subjectively. They start to look at causes and begin asking more challenging questions. (PBS, 2015) " Children are much more self-directed and peer-focused than when they were preschoolers. And their behavior and communication style seem to change overnight. There is always a moment when you think, 'I don't recognize this child,' and then you realize, 'Oh, she's growing and changing.'“ (PBS, 2015)

Support Systems The support of parents and other caregivers is very important for child’s success in school. Parents and other caregivers should equally and fully support their children by making sure they attend school regularly and being an active participant in their learning. They should also be involved in school activities as well as activities in the community. (Facts for Life, No Date) Teachers should be prepared to support children who are developing their basic potential for learning. Teachers have a key role in building the confidence of both girls and boys so that they can equally enjoy and succeed at learning. Play continues to be a basic medium of teaching and learning in the early school years. A child-friendly school that supports active learning and promotes participation offers the best learning environment for children. (Facts for Life, No Date)

Support Systems Along with families and the school, the community – both local authorities and civil society – can contribute to: making school a priority within the community. making sure the school is a safe and welcoming place for all children. making sure the school has the resources it needs, including community members involved in school management and parent-teacher associations. (Facts for Life, No Date) With the support of the parents, the school, and the community we can support our children's education.

Bronfenbrenner’s Ecological Systems Theory This theory looks at a child’s development within the context of the system of relationships that form his or her environment. Bronfenbrenner’s theory defines complex “layers” of environment, each having an effect on a child’s development. (Paquette & Ryan, 2001) The mesosystem: This Layer shows the interaction of the structures of the child’s micro system, for example the relationship with the child’s parents and their teacher, also his community and his church. (Paquette & Ryan, 2001)

Epstein’s Types of Involvement The framework of six types of involvement helps educators develop more comprehensive programs of school- family-community partnerships. (Epstein, Coates, Salinas, Sanders, & Simon, 1997) Even though every school may use the six types of involvement as a guide, each school is responsible for choosing a practice that will help attain the goal and meet the needs of the student as well as the family. . (Epstein, Coates, Salinas, Sanders, & Simon, 1997)

PARENTING Helping families with parenting suggestions for healthy development in all areas of development at any age or stage of development. Helping the school understand the needs of the families. (Epstein, Coates, Salinas, Sanders, & Simon, 1997) 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. Home visits at transition points to preschool, elementary, middle, and high school. (St. Louis Public schools, No Date)

COMMUNICATING Talking with families about where the student is as well as programs that can be beneficial inside and outside the school setting. (Epstein, Coates, Salinas, Sanders, & Simon, 1997) Conferences with every parent at least once a year or more if requested. The use of a Language translator to help families as needed. Regular schedule of useful notices, memos, phone calls, newsletters, and other communications. (St. Louis Public schools, No Date)

VOLUNTEERING Promote recruitment, work, training, and schedules to help all members of the family as well as the community to volunteer at the school, or other school activities like field trips where people can be involved. (Epstein, Coates, Salinas, Sanders, & Simon, 1997) 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. (St. Louis Public schools, No Date)

LEARNING AT HOME Promote in parental involvement with learning activities that can be done at home with the caregiver such as homework assignments, other curriculum-based activities and decisions. (Epstein, Coates, Salinas, Sanders, & Simon, 1997) 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. Family participation in setting student goals each year and in planning for college or work. (St. Louis Public schools, No Date)

DECISION MAKING It is important to promote family participation in school decisions, governance, and advocacy through the use of PTA/PTO, school councils, committees, and other parent organizations. (Epstein, Coates, Salinas, Sanders, & Simon, 1997) Active PTA/PTO or other parent organizations, advisory councils, or committees for parent leadership and participation. Independent advocacy groups to lobby and work for school reform and improvements. Networks to link all families with parent representative. (St. Louis Public schools, No Date)

COLLABORATING WITH THE COMMUNITY Coordinate resources and services for families, students, and the school with businesses, agencies, and other groups, and provide services to the community. (Epstein, Coates, Salinas, Sanders, & Simon, 1997) Information for students and families on community health, cultural, recreational, social support, and other programs or services. Information on community activities that link to learning skills and talents, including summer programs for students. Service to the community by students, families, and schools (e.g. recycling, art, music, drama, and other activities for seniors or others). (St. Louis Public schools, No Date)

References: Public Broadcasting System. (2015) School age children ages 6-11. Retrieved from: http://www.pbs.org/parents/talkingwithkids/agebyage_5.html Facts for Life. (No Date). Child Development and Early Learning. Retrieved from: http://www.factsforlifeglobal.org/03/5.html Paquette, D. & Ryan, J. (2001) Bronfenbrenner’s Ecological Systems Theory. Retrieved from: http://www.floridahealth.gov/alternatesites/cms- kids/providers/early_steps/training/documents/bronfenbrenners_ecological.pdf Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simon, B.S. (1997). School, Family, and Community Partnerships: Your Handbook for Action. Thousand Oaks, CA: Corwin Press. St. Louis Public Schools. ( No Date). Epstein's Framework of Six Types of Involvement and Sample Practice. Retrieved from: http://www.slps.org/cms/lib03/MO01001157/Centricity/Domain/5120/Types%20 of%20Parent%20Involvement.pdf Kids Health. (2015) Nine Steps to more Effective Parenting. Retrieved From: http://kidshealth.org/parent/positive/family/nine_steps