Parent involvement in Children Education Key Assestment This paper is about families and community’s involvement in children’s learning and education. Its

Parent involvement in Children Education Key Assestment This paper is about families and community’s involvement in children’s learning and education. Its about how family and community engagement in children’s education is important.

Introduction:

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Provides arguments for why families are children’s primary teachers and why it is so important for educators to collaborate with families to involve them in children’s learning at home, at school and in the community
Then, come up with 4 activities or learning experience:

Explain each of the 4 practices in detail, followed by a reflection of each one that draws upon the literature.

Two new ways of involving families in children’s learning at home
Two new ways of involving families in children’s learning at school

For two activities for school:

-Come up with activities that will allow parent to be involve with their children education…such as to volunteer or chaperons.

-Write reflection for each game or activity that you come up with to get family involve in school or classroom then explain why it is important.

For two activities for home:

-Come up with activities or games for Autism children that parent can play with their children at home in detailed.

-Also write reflection for each activity that you come up with and explain why it is important for family to play with their children

Please keep all the activities and game simple.

I also attached SAMPLE PAPER so that you get some idea. Please do not copy anything from internet or sample paper. Key Assessment Part 3 Examples
Part 3: Improving collaboration with families (NAEYC 2c: Involving
families and communities in young children’s development and
learning)
Please note – I have not included the full papers from past students here. Rather, I have
included a few indicative examples of some family engagement activities that took place.
Instructions for how to write your full paper for Part 3 are contained in the video and
accompanying transcript.
1. Two new ways of involving families in children’s learning at home
a. Take Home Cutting Bag
In my preschool class (three-year olds and four-year olds), we are always working on how
to hold scissors, where to place our fingers, how to hold the paper with the other hand, and
how to be safe when using them. This activity bag is designed to continue those
experiences that we are having at school, and do them at home with a parent or caregiver.
Little Johnnie really wants to cut the paper, but is struggling in his fine motor skills. This
take home kit is going to help him become more confident in his cutting skills, while also
creating special moments to bond with a parent or loved one.
The content of the kit includes: •2 pairs of safety scissors (so children have a
choice) •Strips of plain paper in a variety of colors (again, so they can choose) •Strips of
paper with dotted lines on them, if they choose to cut on lines •A small container of Playdoh (sometimes that is fun to cut, too!) •Small squares to cut however they
choose •Instructions (written and illustrated) of how to properly hold the scissors •A “Tip
Sheet” for teaching parents how to teach their children.
Below is a photograph of the actual take home bag, with all the individual resources
contained within the bag.
[photographs inserted]
1
I have also included a copy of the Instructions Cards and ‘Tip Sheets for Parents’. I
recently sent this bag home to one of the children in the family I interviewed for Part 1.
[printed materials inserted]
I asked the family to send me a comment of how their child got on using the scissors. Here
is their response:
[response inserted]
Reflection
This activity is meant to be an extension of what is being done in the classroom. This way
the parents can get a hands-on approach to understanding what we are doing. By using
the Take Home Kits, teachers are helping to bridge the gap between home and school.
They are also fostering parent involvement, interactions, and engagement. “Interactive
homework, such as the take-home activities are effective with preschool children and
primary-grade children” (Grant & Ray, 2016, p.298). One thing Grant and Ray emphasize
is how teachers need to differentiate their take-home activities. A “key to effective home
learning activities is individualizing the requirements based on the students’ needs” (Grant
& Ray, 2016, p.300). If I have one child that doesn’t struggle with scissor work, I would find
it beneficial to create a take-home kit better suited to his needs and abilities. By doing so,
the parents will take notice of the type of work you are sending home and hopefully
appreciate the fact that you are designing take-home kits based on those needs and
abilities you’ve seen in class.
b. Jenga Block Activity
This activity promotes student and family togetherness. For this activity the students were
each given a block to take home. They were asked to write their name with their parents’
help on the block. They were also instructed to answer one of two questions: their favorite
center in the classroom or what their favorite thing about coming to school is. Once the
teacher collected all of the blocks back I sent each student home the game every week. So
one student had the game for a week and then I passed it on to the other student. This
game allows the parents to get familiar with the other students in the classroom and also
what some of the other activities we do in our room that their child does not talk about. I
2
think that it is important for families to talk with their child about how their day was and
what they learned at school. Doing this game will really help parents see and understand
what some of the others in the class find exciting and enjoy. This activity unfolded by
having the students each write on a Jenga block their answer to the questions mentioned
above.
Materials used:
Jenga game set
Cloth bags (to send jenga pieces home)
Marker (to write on jenga piece)
Large plastic container (to keep pieces in and to send home to students)
Instruction pamphlet
[photograph inserted]
Reflection
When looking at Grant and Ray’s (2016) discussion about at home tasks, it says,
“Homework for elementary or younger grades is not beneficial” (p. 296). With this
information in mind I wanted to make sure this activity was not going to be a burden to the
students and families to complete. It was an activity that I started at the start of the
semester and is still being passed along from family to family. The authors state,
“Research has shown that when families get involved in their children’s learning, children
not only achieve more academically but are also more likely to be better behaved and
have a positive attitude about school” (Grant and Ray 2016, p. 284). With having the
children pass this game around and get to learn more about the other students in their
class they are able to form connections with one another.
There were several benefits of doing this activity. The first family I interviewed who had
adopted children informed me they loved this! They told me that they played it almost
every night. Their children were surprised to find out more information about their
classmates that they did not realize they had in common. The other families provided the
same feedback. They thought it was very unique and their children loved playing the
game, they thought it was special that they got to take home something from school. How
3
this activity can be adapted for children with special needs would be doing this same
activity but with bigger blocks since some children may have physical abilities where they
are not able to grab small objects so using bigger blocks will provide them a better chance
to be successful. As a class you could also talk about the answers the children provided
and discuss them and have them get into small groups to discuss why they love the
activity they chose. For the mother with the dad not at home due to military obligations
they used this activity to really get to know other students in the classroom since the
daughter is so shy. This helped her daughter realize other students in the class had the
same interest as her.
In the future I could modify this activity by asking children to take photographs of their
favorite things and attach them to the block. This will enable children with special needs to
still participate and/or those who can’t yet write. It will also provoke the student to have a
conversation with their peers and or family members, and teachers, about their favorite
things based on their photographs
2. Two new ways of involving families in children’s learning at school
a. Parent Volunteers
In conjunction with the class teacher, we wrote and sent out the letter below to the families
of the students in our class asking them if they would be prepared to volunteer in school.
We wanted the letter to parents to reflect what the research evidence says about family
engagement in children’s education, so that they could grasp its importance, but to do so
in a way that was easy-to-read and digestible for busy families. My hope was that families
would understand how much we value their involvement in school and in their child’s
education. We have a high proportion of Hispanic families in this class and therefore I
asked a bilingual member of staff if she would be prepared to translate the letter into
Spanish for these families. Once we had received replies from families I contacted one of
the parents and asked her if she would read with a small group of dual language learners
once a week which she agreed to do.
4
5
Reflection
On the first occasion of the parent volunteering in school I sensed that she seemed rather
nervous. I welcomed her and thanked her for coming. Then I gave her some contextual
information about the three children in her small group who are all learning English
alongside their home language. I handed her a simple activity plan [inserted below] and
explained the matching card game that she would be playing with the children [see cards
below] that would help the children to understand new key vocabulary. Then I showed her
the book she would be reading with the children and gave her instructions for how to use
the story with the group [see instructions below]. I told her that I would be in the classroom
if she needed me to give any further assistance. Then I introduced the parent to the
children. The activity went really well and the parent told me she enjoyed it. I asked her if
she would be happy to continue in future weeks and she replied ‘yes’. One reflection I
made following this episode, which is also mentioned by Grant and Ray (2016), is that not
only do children benefit from parental involvement in terms of earning better grades and
having better social skills and improved behavior, but so do the parents who volunteer, in
terms of feeling more connected with the local community, developing confidence and
gaining new skills.
b. Parent/Child Messy Day
The event will take place at school at the end of the year. This day is all about getting dirty
and messy and sometimes wet with the children. The children, parents and caregivers get
to do a number of different ‘ooey, gooey and fun’ activities! We are hoping for a great
turnout of parents because as families have begun to find out about “Messy Day” they
seem very curious as to what it is all about. There will be a number of stations set up
outside. Each station will have a different messy activity. There will be shaving cream,
sand, goop, bubbles, a car wash station, painting ice molds, rocks, and more.
Below is a copy of the leaflet I will be sending out to families prior to the event:
6
MESSY DAY WILL TAKE PLACE ON MAY 6th. PLEASE COME PREPARED!
For Messy Day: All children should bring a large (LABELED) towel and a small
(Labeled) washcloth to school that day. They should wear OLD PLAY CLOTHES
because they do get MESSY! Parents should plan on getting a little messy too!
7
Reflection
An end of the year event like this can bring back together those parents who met at the
beginning of the year at our “Getting to Know You Night”. It gives parents an opportunity to
talk about how the year went, their likes and dislikes of the program, and to just truly enjoy
watching how their child interacts with his/her peers after spending 9-12 months together.
Parents will discover how independent their children are and how fearless they can be to
get messy. It can help parents see their child in a whole new way. This messy day is not
for the faint of heart. It truly is MESSY! And parents will get messy too. They have to learn
to trust the preschool director and teachers that this type of play is so good for the children,
and hopefully it will have them thinking about messy activities they can do at home.
“Trusting relationships do not happen without effort and require that teachers and families
actually spend time together, getting to know one another, and learning about one
another’s perspectives” (Grant & Ray 2016, p.417).
3. Two new ways of collaborating with community partners to help
families engage with their children’s learning
a. Zoo Day
The first community resource is having the Fort Wayne Children’s Zoo come out to the
school and bring some of their animals. We are going to invite the families because some
of our students have younger brothers and sisters. At this event we are going to have the
zoo talk about the animals that they have. We are also going to have the families sign up
to take their children on the Zoo “field trip”. Since the Zoo is giving out free vouchers for
families that attend this event at the school they will then be able to take a free trip to the
zoo at no cost to them. I am calling it a “field trip” because we as a school are not providing
transportation we just are having all the parents and students meet us at the zoo on a
certain day. We chose to have the zoo come to the school first because some parents are
not able to take their children to the zoo because of expense or because of time. We
wanted to make sure every child gets to experience a “zoo” even if it was in their own
classroom. I decided on having two parts to this is because I want parents to come into the
classroom and see what their children are learning and how much they have learned. I
8
also want parents to get a feel of how their child’s behavior is in the classroom. Then the
second part of this is the “field trip” where parents can take their child to the zoo on the
same day that teachers will be at the zoo. This allows for a more relaxed “field trip”. Also
by providing an experience that is out of the norm for the children will really spark their
interest and also we are supporting a local organization. One of the ways these activities
can be used with all families would be making sure that grandparents and fathers or other
guardians are invited. I want to make sure that every child feels like they have support in
the classroom. Sending a letter home or talking with parents when they pick up their child
letting them know that anyone connected to the child is welcome to come along.
Reflection
Grant and Ray (2016) suggest that an important thing to keep in mind when planning big
events like this is that, “When planning your event try to brainstorm and problem solve to
anticipate road blocks that might keep parents from attending” (p. 283). The teachers
talked as a group and came up with some possible road blocks including the weather and
the time. That is why we want to make sure parents are informed on what to do if the
weather is bad, they will receive a text alert letting them know that they are going to
reschedule the zoo trip. Also the timing, we have set up several times where are plan on
being in the zoo at certain times. For example, around noon we plan on being in the farm
area so families who cannot come when the zoo opens, but want to be part of the class,
can meet us at the location and know where we will be. This will be helpful for the families
that work and can’t get off at the certain times we are going to be meeting.
b. Guest Speaker and Library Trip
As part of our social studies unit on “Community Helpers” the class teacher and I wanted
to help our children and families learn about libraries as a community resource and the role
of librarians in helping families access books and other reading material, as well as local
services in the community. First of all we invited a local librarian to come to school one day
as a guest speaker to read the story “No T Rex in the Library” by Toni Buzzeo and to talk
to the class about what librarians do and what you should expect at a library. Prior to his
visit the children came up with a series of questions to ask him. Then we sent a letter
home to parents to tell them about our social studies unit and to invite them on our field trip
9
to the local library where the same librarian would give the students and their families a
tour followed by a ‘reading with your child’ activity.
One of the families in my class is Portuguese, having emigrated to the US two years ago. I
wanted them to feel included and to draw upon their ‘funds of knowledge’ (Moll et al.,
2005) including their home language. With that in mind, I called the librarian beforehand to
ask him if he had any dual language books in English and Portuguese that could be
available for the family that day. He said they had a series of bilingual board books by
Patricia Billings that are ideal for dual language learners in English-Portuguese, EnglishSpanish, and English-Farsi that combine photographs, illustrations and dual-language
words in clear, bold text ….
[NB the remaining description of this activity and reflection is not included here]
10
Key Assessment Part 3 Examples
Part 3: Improving collaboration with families (NAEYC 2c: Involving
families and communities in young children’s development and
learning)
1. Two new ways of involving families in children’s learning at home
a. Take Home Cutting Bag
In my preschool class (three-year olds and four-year olds), we are always working on how
to hold scissors, where to place our fingers, how to hold the paper with the other hand, and
how to be safe when using them. This activity bag is designed to continue those
experiences that we are having at school and do them at home with a parent or caregiver.
Little Johnnie really wants to cut the paper but is struggling in his fine motor skills. This
take-home kit is going to help him become more confident in his cutting skills, while also
creating special moments to bond with a parent or loved one.
The content of the kit includes: •2 pairs of safety scissors (so children have a
choice) •Strips of plain paper in a variety of colors (again, so they can choose) •Strips of
paper with dotted lines on them, if they choose to cut on lines •A small container of Playdoh (sometimes that is fun to cut, too!) •Small squares to cut however they
choose •Instructions (written and illustrated) of how to properly hold the scissors •A “Tip
Sheet” for teaching parents how to teach their children.
Reflection
This activity is meant to be an extension of what is being done in the classroom. This way
the parents can get a hands-on approach to understanding what we are doing. By using
the Take Home Kits, teachers are helping to bridge the gap between home and school.
They are also fostering parent involvement, interactions, and engagement. “Interactive
homework, such as the take-home activities are effective with preschool children and
primary-grade children” (Grant & Ray, 2016, p.298). One thing Grant and Ray emphasize
is how teachers need to differentiate their take-home activities. A “key to effective home
learning activities is individualizing the requirements based on the students’ needs” (Grant
& Ray, 2016, p.300). If I have one child that doesn’t struggle with scissor work, I would find
it beneficial to create a take-home kit better suited to his needs and abilities. By doing so,
the parents will take notice of the type of work you are sending home and hopefully
appreciate the fact that you are designing take-home kits based on those needs and
abilities you’ve seen in class.
b. Jenga Block Activity
This activity promotes student and family togetherness. For this activity the students were
each given a block to take home. They were asked to write their name with their parents’
help on the block. They were also instructed to answer one of two questions: their favorite
center in the classroom or what their favorite thing about coming to school is. Once the
teacher collected all of the blocks back I sent each student home the game every week. So
1
one student had the game for a week and then I passed it on to the other student. This
game allows the parents to get familiar with the other students in the classroom and also
what some of the other activities we do in our room that their child does not talk about. I
think that it is important for families to talk with their child about how their day was and
what they learned at school. Doing this game will really help parents see and understand
what some of the others in the class find exciting and enjoy. This activity unfolded by
having the students each write on a Jenga block their answer to the questions mentioned
ab…
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