7/19/15

HIGHELY HIGH SCHOOL PARENT

PRESENTATION.
SEAN WARD
ECE497: CHILD DEVELOPMENT
CAPSTONE COURSE.
INSTRUCTOR: PILAR CARROLL
7/5/2015

PERIOD OF DEVELOPMENT
7/19/15

Middle School to High School.

Adolescence

This period initiates the transition to

adulthood. Puberty leads to an adult-sized
body and sexual maturity. Thought becomes
abstract and idealistic, and school is
increasingly directed toward preparation for
higher education and the world of work.
(Berk,2013).

ROLE OF THE CHILD

DEVELOPMENT PROFESSIONAL.
My role as a Child
Development Professional is
to help guide and show the
children new paths. I am a
guide and mentor to help
show children new thoughts
and ideas that the children
didnt see before.
Commitment to diversity
and inclusion; respect for
family, community, and
cultural contexts; respect for
evidence as a guide to
professional decisions; and
reliance on guiding principles
of child development and
learning (NAEYC, 2009).

7/19/15

PRESENTATION RATIONAL
7/19/15

Child Development is a process in of gradually

adding more skills that were there to begin with
(Berk, 2013).
As the child gets older and reaches puberty their
minds, body and social well being change with
the learning of new skills.
The dynamics and constant changing of any part
in the system will and can have a significant
disruption to the current scheme of learning and
growing within the environment.

MESOSYSTEM
7/19/15

Involves every aspect of the microsystem and

mesosystem such as school and parenting
and how they are intertwined with one
another.
if a child's caregivers take an active role in a
child's school, such as going to parent-teacher
conferences and watching their child's soccer
games, this will help ensure the child's
overall growth. In contrast, if the child's two
sets of caretakers, mom with step-dad and
dad with step-mom, disagree how to best
raise the child and give the child conflicting
lessons when they see him, this will hinder
the child's growth in different channels
(gulfbend.org, 2015).
Sports, youth groups and recreational
activities all help in the healthy development
and positive self-esteem.

EPSTEINS TYPES OF INVOLVEMENT

(PARENTING)
7/19/15

Positive parenting which

helps build good qualities
and habits.
Rises awareness of
understanding between
the child and the parent
with regards to challenges
and supports the child.
Provide classes to families
who want or need it,
giving clear information
which is usable and linked
to children success
(Epstein, n.d).

EPSTEINS TYPES OF INVOLVEMENT

COMMUNICATION
7/19/15

Communication is one of the most important

aspects between the teacher and parents.
It gives a good base for the teacher and
parents to work together on regarding the
child.

Some good ideas for communication between

parents and educators could be the use of a
weekly newsletter per email, regular phone
calls and parent teacher conference's to asses
the child progress.

EPSTEINS TYPES OF INVOLVEMENT

VOLUNTEERING
7/19/15

Increased skills in
communication and an
increase in awareness in
talents, occupations and
contributions (Epstein,
n.d).
Volunteering is a good
way to get involved in
activities which will
benefit the parent and
child. Potential job
opportunities with
learned skills.

EPSTEINS TYPE OF INVOLVEMENT

LEARNING AT HOME
7/19/15

The child feels like their parents care about

their learning.
School work is more likely to be completed on
time and with better grades.

The child gains more confidence in their

academic abilities.

EPSTEINS TYPE OF INVOLVEMENT

DECISION MAKING
7/19/15

This is important
because parents
become more familiar
with policies.
Parents are apart of
the decision making
process.
Provides a sense of
responsibility and
ownership of the
school (Epstein, n,d).

10

EPSTEINS TYPE OF INVOLVEMENT

COLLABORATING WITH
COMMUNITY
7/19/15

Provides good use of local resources for both

parent and child.

Increased skills and talents or to obtain

needed services (Epstein, n.d).
Brings about a greater awareness of the
schools role within the community.

11

REFERENCES:

BERK,2013, RETRIEVED FROM, BERK, L. E. (2013).CHILD DEVELOPMENT. (9TH

ED.). UPPER SADDLE RIVER, NJ: PEARSON.
7/19/15

NAEYC,2009, RETRIEVED FROM, HTTPS://

WWW.NAEYC.ORG/FILES/NAEYC/FILE/POSITIONS/PROFPREPSTANDARDS09.PDF
BERK,2013, RETRIEVED FROM, BERK, L. E. (2013).CHILD DEVELOPMENT. (9TH
ED.). UPPER SADDLE RIVER, NJ: PEARSON.
GULFBEND.ORG, 2015, RETRIEVED FROM,
HTTP://WWW.GULFBEND.ORG/POC/VIEW_DOC.PHP?TYPE=DOC&ID=7930&CN=28
EPSTEIN, N.D, RETRIEVED FROM,
HTTP://VIZEDHTMLCONTENT.NEXT.ECOLLEGE.COM/PUB/CONTENT/1810565DA602-41BB-BE3EA03F05E17C1B/EPSTEIN_J._N.D..__EPSTEINS_FRAMEWORK_OF_SIX_TYPES_OF_
INVOLVEMEN.PDF

12