1. Parent Presentation Created by: Tara Gray Edited: September 21, 2015

2. My Role as a Child Development Professional Work directly with children in groups or independently Work with families Work with other professionals Work with in public school system Demonstrate communication and interpersonal skills as they relate to interaction with students, parents, administrators and other school personnel Be available to parents and student according and coinciding with school policies Facilitate school/home communication, by way of s, phone call, conferences, and written messages Maintain confidentiality of students records Comply with rules, regulations, and policies Demonstrate professional practices in teaching Act professionally and ensure responsibility for the entire school program, safety

3. Rationale for Presentation
Parents, family and community inclusion implying things to distinctive individuals. Child rearing, conveying, volunteering, learning at home , choice making and working together community that offer a wide scope of school. Guardian, family, and community contribution in training corresponds with higher scholarly exclusion and school change.
NEA, (2008). Parent, Family, Community Involvement in Education. Retrieved from

4. Mesosystem
In ecological systems theory, connections between children’s immediate settings, or microsystems. (Berk, 2013).
The Mesosystem alludes to those circumstances or occasions in which two Microsystems meet up in some respect.  The individuals or exercises from individual Microsystems cooperate to frame another experience for the child.  Mesosystems, as Microsystems, can be long haul and repetitive… like family social events on holidays.  They can likewise be singular or one-time events, for example, a school outing.
Berk, L. E. (2013).Child development. (9th ed.). Upper Saddle River, NJ: Pearson.

5. Introduction to Epstein's Type of Involvement
Epstein’s 6 Types of involvement is as follows The structure of six sorts of contribution helps instructors grow more far reaching projects of school-family-group associations. Every kind of contribution incorporates many different practices of organization. Every sort has particular challenges that must be met in request to include all families, and every sort obliges redefinitions of some essential standards of association. At long last, every sort prompts different results for understudies, families, and instructors, (Epstein, Coates, Salinas, Sander, Simon, 1997).
Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simon, B.S. (1997). Epstein’s Six Types of Involvement School, Family, and Community Partnerships: Your Handbook for Action. Thousand Oaks, CA: Corwin Press Retrieved from

6. Parenting
1.Parenting More aware of family supervision, improves social skills, better behavior, positive personal qualities, balancing time, adapts to school better and understands the importance of school Family support projects to help families with wellbeing, nourishment, and other administrations.
Berk, L. E. (2013).Child development. (9th ed.). Upper Saddle River, NJ: Pearson.

7. Communication
2. Communication: Teaches expectations, and demonstrates the value of learning, makes them aware of their own progress, prepares for the future, provides stimulating learning environment Create a regular calendar of helpful notifications, notices, make telephone calls, pamphlets, and other interchanges to help families as necessary.
Berk, L. E. (2013).Child development. (9th ed.). Upper Saddle River, NJ: Pearson.

8. Volunteering
3.Volunteering: Promotes healthy lifestyle and choices, enhances development, teaches life skills, improves the community, and encourages life long service ethics Create a volunteer sheet for parents to sign up to assist and partake in various activities School/classroom volunteer project to help educators, chairmen, understudies, and different parents.
Berk, L. E. (2013).Child development. (9th ed.). Upper Saddle River, NJ: Pearson.

9. Learning at Home
4. Learning at home: Develops good work ethic, makes children accountable, encourages good study habits, strong attendance, and improve attitudes and behaviors Provide information on homework, send an agenda for parents to sign off on daily to ensure assignments are completed at home
Berk, L. E. (2013).Child development. (9th ed.). Upper Saddle River, NJ: Pearson.

10. Decision Making
5. Decision making:
Provided awareness of representation of their family in school decisions
Active PTA/PTO or other guardian associations, admonitory chambers, or advisory groups for guardian administration and cooperation.
Berk, L. E. (2013).Child development. (9th ed.). Upper Saddle River, NJ: Pearson.

11. Collaborating with Community
6. Teaming up with the community: Increased skills, awareness careers and options for the future Provide information for understudies and families on group wellbeing, social, recreational, social backing, and different projects/administrations.
Berk, L. E. (2013).Child development. (9th ed.). Upper Saddle River, NJ: Pearson.

12. References Berk, L. E. (2013). Child development. (9th ed. )
References Berk, L. E. (2013).Child development. (9th ed.). Upper Saddle River, NJ: Pearson. Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simon, B.S. (1997). Epstein’s Six Types of Involvement School, Family, and Community Partnerships: Your Handbook for Action. Thousand Oaks, CA: Corwin Press Retrieved from NEA, (2008). Parent, Family, Community Involvement in Education. Retrieved from