PARENT PRESENTATION

Shannah Hendrickson
ECE 497: Child Development Capstone
Instructor Tracy Reed
October 27, 2014
PERIOD OF DEVELOPMENT
The period of development at Higley High School, would be
adolescents. Adolescence is when a young female or male goes
from a child to an adult. High school is usually focused on 9
th
-12
th

graders. High school students usually range in age from 14-18.
ROLE AS A CHILD DEVELOPMENT
PROFESSIONAL
My role as child development professional, is to make sure
students are getting the proper amount of education they need
to make it out in the real world.
I will make sure that the kids are safe from harm. Also, to make
sure they are taken down new paths.
Listening is very important when it comes to being a professional,
you need to be able to determine a childs needs and interpret
what the childs words and actions.
RATIONALE
My reasoning for this presentation was to help maintain
relationships with parents, students, and their communities. A
positive relationship throughout the school year helps children
engage in learning.
Having partnership between the child, parents, and the school
will help keep balanced positive reaction from the child and
continual support from the parents.
MESOSYSTEM (FAMILY, SCHOOL,
COMMUNITY CONNECTED)
The mesosystem from Brofenbrenners Ecological System shows
how families, school, and community are all connected by
having some sort of interaction with the child.
When you connect a child and school, we see how a child will
react in one versus the other. The child may be a trouble maker
at home and a complete angel at school.
According to Bronfenbrenner, a person shapes as well as
experiences his or her own development and the different
influences act and interact to contribute and form a complete
person (Bronfenbrenner, 2006).
EPSTEINS TYPES OF INVOLVEMENT
Epstein's type of involvement has six steps. Each of these six steps,
helps educators develop programs of school-family-community
(Epstein, 1997). Each of the following slides are types of
involvement, each has challenges, redefinitions of basic
principles, and lastly each step leads to different results, for
students, families, and teachers (Epstein, et. Al, 1997).
PARENTING
Help families with that need assistance with parenting skills,
and setting home conditions to support children as
students(Epstein, n.d.).
A good idea for this would to have home visits at the beginning,
middle, and end of the year. This way parents can express what
they feel is important for the child, and the teacher could take
things into consideration during the school year.
A thing for the school to implement is have fairs to help support
parenting, such as tips, meal ideas, etc.

COMMUNICATING
Having effective forms between school-to-home, and home-to
school (Epstein, n.d.), about school programs, and the childs
progress.
Allow for conferencing between teacher and parents when
needed. If needed there could be a translator, for the non-English
speakers.
I would also send home newsletters either through email or have
them be sent home in childrens backpacks.
VOLUNTEERING
Recruit and organize parent help and support (Epstein, n.d.).
A good idea for the school would be allowing parents to come
into your classroom and help with things such as parties.
LEARNING AT HOME
Providing information for families with their children on
homework and other curriculum-related activities, decisions, and
planning (Epstein, n.d.).
Provide opportunities for a child to learn at home, by sending
home extra work.
As a school teacher, I would send homework check lists at home
that need to be initialed or sign by the parents to know that they
saw their child had homework.
DECISION MAKING
Include families as participants in school decisions, and develop
parent leaders and representatives (Epstein, n.d.).
Parents like being involved in making decisions of what is
needed for their children, in order for them to succeed at school.
An idea that the school could do is having fundraisers for the
homeless or less fortunate.
COLLABORATING WITH THE
COMMUNITY
Using resources and services from the community for the
families, students, and school (Epstein, n.d).
This could be by partaking in musicals, drama club, and other
things that involve community help.
An idea that the community could implement would be coming
in and showing the children what can be done outside of school
such as helping out at a food drive.
REFERENCES

Berk, L. E. (2013).Child development. (9th ed.). Upper Saddle River, NJ: Pearson.

Brofenbrenner, U., and Morris, P. A. (2006). The bioecological model of human
development. In R.M. Lerner (Ed.), Handbook of child psychology: Vol. 1.
Theoretical models of human development (6
th
ed., pp. 297-342). Hoboken, NJ:
Wiley
Epstein, J. L. (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
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.