Family Involvement In Early Education

Family Involvement In Early Education The purpose of this research paper is to examine the effects family involvement has on the success of children and the ways families can get involved in their childs education. My literature reviews defines family involvement is when families get personally involved in education, their children do better in schools, get better grades, and grow up to be successful in life. Family involvement is one of the most overlooked aspects of American education. Today, many programs are designed without recognition of the role of families, and consequently many families remain unaware of the significance that their role can have on their childs education (NASA, 2009). Family involvement means that families work together with care givers and teachers to create an atmosphere that strengthens learning both at the program and in the home. Family involvement is an important component of the United Sates of America educational programs. The purpose of the family involvement component is to engage families as partners in the educational process. Family involvement programs was developed to give families, regardless of their own educational experience, the tools needed to become more actively involved in their childs day-to-day education (Knopf Swick 2008). Significant research over at least 25 years has demonstrated that family involvement is critical to the educational success of children (Bricker Casuso). To give more detail on the findings: When schools acknowledge the relevance of childrens homes and cultures and promote family involvement, they can develop a supportive environment for learning through meaningful activities that engage and empower families (Bricker Casuso, 1979). As our schools and programs become more diverse, that relevance of home and culture takes on greater importance and expands teachers responsibilities for collaboration with families. Families can get more involved with their childs education by, talking with their children, enhancing their childs self esteem, modeling social and educational aspirations and values and monitoring out of school activities (supervising homework etc.)(Battle, 2004). Activities parents can be more involved at school consists of: attending events, such as open house and school fairs, working in the school in support teachers such as helping with activities in the classroom, on trips and with sport activities, assisting with the governance of the school and meeting with teachers to discuss their childrens progress are all ways parents can get more involved with their child education while in school (Battle, 2004). I have seen a lack of parental involvement in Head Start due to lack of communication. I have volunteered for Head Start every since my son went there in 2006. I am a former parent and I have done four internships there. I have done two for Social Work and two for Early Childhood. Most families I have talked to use work, or they do not get grades or I am too tired to sit with those bad kids as an excuse but I try to let them know that if they dont get involved in their child education now they will regret it in the long run. When I lived in Chicago I went to a Head Start program called the Child Parent Center (CPC). My mom worked nights and had three other children to take care of. She made it her job to volunteer at my school at least three days a week. She assisted the teachers, she was even the President of the PTA. My mom got involved in what I was learning because she was a concerned parent. Parents today are not concerned about their childs education. Parents who are involved in their childs education develop more confidence in the school, and about helping their children learn at home and often enroll in continuing education to advance their own schooling (Measuring Up, 1999). Parents tend to be less involved in their childs education as their child get older. The United States Department of Education found that nationwide, as children grow older contacts between families and schools decline both in number and in the positive nature of such contacts. Although 52 percent of interactions are positive and 20 percent are negative in the first grade, by seventh grade positive contacts drop to 36 percent and negative increase to 33 percent (Measuring Up, 1999). The importance of family involvement is the environmental, social, and economic factors have the most powerful effect on student performance. The greatest factor of a child underachieving in school is growing up in poverty, inadequate learning opportunities, and exposure to drugs, lack of after school care, dysfunctional families, and inadequate health care, run down schools, neighborhood distress, few role models, poor nutrition and teen pregnancy (Measuring Up, 1999). Parents cannot always change these factors; they can always have great influence over many of these challenges. Epstein defines a school, family and community partnership as an approach that gives families and community members greater opportunities to determine options for school involvement, to participate in the wide range of involvement activities, and to assume key role and responsibilities in school-improvement efforts, including participation in the schools decision-making processes. If a partnership is to succeed, it must be based on mutual trust and respect, an ongoing exchange of information, agreement on goals and strategies, and sharing of rights and responsibilities. Schools must be willing to involve parents, families, and communities at deeper levels and to support their participation (Epstein 2002). Epstein six types of involvement consist of: Type1: Parenting: Assist families establish home environments to support children as students. Type 2: Communicating: Implement effective home to school and school to home communication practices. Type 3: Volunteering: Encourage families as volunteers in a variety of ways. Type 4: Learning At Home: Involve families in supporting learning activities at home. Type 5: Decision making: Include parents in school; decisions, developing parent leaders and representatives. Type 6: Collaborating With the Community: Coordinate resources and services from the community to strengthen school programs, family practices and student learning development. The problem with families not being involved in their childs education is laziness. A lot of younger generation parents have too many excuses on why they can and cannot get involved. The most common one is transportation problems. If you can get a ride to go clubbing on Friday and Saturday you can get a ride to visit your child Monday thru Thursday for a couple of hours. Majority of the younger generation families just dont care. Their children are being raised by a grandmother, aunt or a caregiver. They do not understand how critical parental involvement is and the effects it has on a child. From my own personal observations parents just do not understand why they need to get involved. It is my job as a professional student to address these concerns to all parents young or old. Teachers are very frustrated trying to involve parents and getting little to no response. Teachers complain that parents do not come to conferences or school open houses, check homework, or answer take home notes. This leads teachers to feel that parents just do not care about their childs education (Brown, 1989). There are many reasons to consider why parents do not get involved. For many parents, a major obstacle to getting involved is lack of time. Working parents are often unable to attend school events during the day (Brown, 1989). Evenings are more convenient and the only time they can be involved. Parents rather spend that time with family than be at an open house, which is understandable. Parental involvement during prekindergarten can promote childrens school readiness and is associated with higher academic achievement and fewer behavior problems through adolescents, at least in low income families (Basile Henry, 1996). It can also lead to greater parental involvement in elementary school, which is associated with higher achievement for children of all socioeconomic backgrounds (Basile Henry 1996). When families do not get involved in their childrens education they are more at risk of being exposed to drugs and alcohol, teen pregnancy and inadequate learning opportunities. The benefits of families who get involved in their childs education their child will get better grades, better attendance, and higher graduation rates, less or no drug or alcohol use, better self-esteem, and less violent. Parental involvement is important because it improves cognitive and social development in early years of education. Evidence indicates that parental involvement continues to have a significant effect on achievement into adolescence even adulthood. A survey in 2007 has found a variation in levels of parental involvement among different ethnic groups. African American parents are more than twice as likely as White parents to say they felt very involved in their childs education. Parents from non-White ethnic backgrounds are more involved in their childs school activities (including homework). Parents from non-White backgrounds are also less likely to say that a childs education is the school responsibility rather than the parents (17% of African American and Asian parents compared to 27% of White parents said that it was the school responsibility) (Harris Goodall, 2007). Parental involvement is easy as pie says McReynolds she came up with the pie program based on research and many years in the classroom. McReynolds states family involvement is a critical part of high quality education, a safe and disciplined learning environment, and student achievement. McReynolds PIE program actively pursues and involves parents as true and equal partners. She offers them five ways in which they can become involved. Decision making. McReynolds encourages parents to set goals for their children and for the teacher goals that reach beyond those goals she has already set. The goals are stated at the start of the school year in a contract between parents, teachers, and students. That contract lists everyones responsibilities and is signed by each of the participants. A parent is free to add to the contract specific goals for their child. The goal of the contract is a very simple one: Helping children to learn, says McReynolds. The contract is a tool to meet that end. It can change from year to year and even sometimes from child to child. If parents feel a need, we do whatever we have to do to meet that need as long as it helps the child learn. Supporting. Parents support their children in many ways, McReynolds says. They provide shelter, food, clothing, protection, and love. They also need to support the work that goes on in the classroom. McReynolds shares with parents the research that supports the need for their involvement in their childrens education at home and at school. Showing children that school is important can be done in many ways, and McReynolds offers parents many options and tools for doing that. Her next goal is to establish a parent library, a place in the school where parents can find and check out materials that will help them to help their children learn. Teaching. Parents are teachers too, says McReynolds, adding, Lets face it, children learned a huge amount from their parents before they even entered school. And a parents role as teacher doesnt end when the child enters school. McReynolds points to a number of ways in which teaching continues to be a parents responsibility and part of a parents daily routine. Providing time and a place for doing homework, reading with a child, making sure homework is understood and finished, talking about what is being done at school, and continuing to learn how to help are just a few of the ways in which parents teach. In addition, parents can get actively involved in the classroom as volunteer tutors, as lecturers sharing their own expertise, and in many other ways. Last year, McReynolds says, a small group of parents got kids interested in participating in the Valentines for Veterans program. That was just one example of a wonderful learning experience that came directly from parental involvement and it was proof that If its important, parents will help to get it done,' says McReynolds. Kids got to see their parents in action and, more importantly, they got to see themselves as contributors to the larger community. Learning. The more parents learn, the more they are able to help a child learn, McReynolds says. That means getting actively involved in finding out what is being taught, how it is taught, and how children learn and develop. Parents can take classes (offered through adult education programs, community colleges, etc.) on their own to demonstrate to their children how important learning is. Or they can take classes with their children; computer classes or hobby classes are two possibilities. McReynolds offers additional help and suggestions. She provides ideas for field trips that parents and children can take together to support classroom learning. And she holds a monthly in-service session for parents. In one recent session she focused on the childrens math curriculum. The sessions goal was to familiarize parents with the curriculum and to relieve the parents anxiety about it. Other sessions have included a science fair preparation night (where McReynolds familiarizes parents with th e scientific method through a fun airplane-making family activity); a session that explains the school grading system; and a field trip to a dinosaur exhibit at a nearby museum. Communicating. An open-door policy allows parents to come into the classroom at any time. In addition, McReynolds offers regular communication through two newsletters. Those newsletters include information about the concepts that are being taught, how those concepts can be reinforced and practiced at home, a schedule of after-school help sessions, and news about a special citizenship program in which kids earn points for positive behaviors. The newsletters also include news of upcoming in-service sessions and special projects parents might want to get involved in. Parental involvement programs, if they are to be effective, must include parents in all aspects of a childs education, Parents must be involved as teachers, learners, supporters, and advocates for their children (Hopkins, 2004). Families can get involved in their childs education by just overseeing their childs homework (time), Limiting time spent watching T.V., Providing support for educators and taking advantage of opportunities to become more involved with school administrations and policy development. Suggestion for teachers to get parents involved is to help parents understand why it is so important to their children school success. Give parents specific thing they can do to be involved. Take time to assess current practices in your school before embarking on a program for parental involvement. Develop a long term plan for a parent that includes evaluations of their childs success. Teachers need to communicate with parents and encourage parents to provide inputs on policies that affect the education of their children. 1) Teachers need parents help! Teachers are over worked and overwhelmed and in need of our help. Even if it is the smallest amount of help. 2) All parents should volunteer at least five times in a school year. 3) Parents also need to know school is a learning environment and not a day care. Parents need to remember even when their children are at school they are still your children, take responsibility in their education. 4) The more parents volunteer, the more educated you are about what is going on in the school. Parents should be an example to their children, show them the importance of education through your actions, not just your words. 5) Kids copy what they see you do, show your children how important it is to be involved parent by being one yourself. 6) All parents should know the old saying It is better to give than to receive. Giving always feel good. 7) Majority of the schools budgets are being cut, as parents we can help schools save money by donating our time, talent and treasures. 8) Parental involvement also gives you the opportunity to voice your opinions on school matters. Who said it is better to be seen and not heard? 9) With all the violence in school today being an involved parent will allow you to keep up with the issues and problems. Parents need to keep their ears and eyes open while at school and you will be surprised at what you will find out. 10) Lastly, parent need to know that their children are only young once. Do not miss out on the opportunity to create memories that will last a forever. Children will not remember that toy you gave them but they will remember all those times you became involved in their education. In conclusion, the most important person in parental involvement is the child. Anything that the parent can do to assist their child is worth it all. Special importance should be on producing ways of helping children, families, and schools work together to supply students with the advantages to put their best efforts forward. It is very clear that parental involvement is very profitable to a child learning environment.

Analysis of ”Good People” by David Foster Wallace Essay

Analysis of †Good People† by David Foster Wallace, 2007 The short story is set at a park by a lake. â€Å"They were up on a picnic table at that park by the lake, by the edge of the lake, with part of a downed tree in the shallows half hidden by the bank.† The downed tree sets the mood to be sad and dark. We also learn that the main characters Lane A. Dean, Jr. and his girlfriend Sheri Fisher are sitting very still on the picnic table, which tells us that the atmosphere is quite intense. It does not say for how long they sit by the lake, but it says that the right sides of their faces get shaded so it can be assumed that they sit there for a while. One of the main characters is Lane A. Dean, Jr., who is 19 years old and studies accounting and business. Lane is a very reflective person because he reflects a lot on how he is and how he thinks he should be. â€Å"He knew it was wrong, knew something was required of him that was not this terrible frozen care and cauti on, but he pretended to himself he did not know what it was that was required.† This shows that he is a conscientious person and that he has high expectations for himself. Through the whole short story thoughts like the mentioned quote are seen. It seems like Lane is not satisfied with the way he is and keeps comparing himself to his girlfriend, Sheri. â€Å"He was starting to believe that he might not be serious in his faith. He was desperate to be good people, to still be able to feel he was good.†The fact that he is moving away from his faith makes him question whether he is a good person or not. It makes him confused about his identity, about who he is. Lane is also confused when it comes to his love for his girlfriend and that could be the reason why they are not happy sitting together. Lane’s girlfriend, Sheri, is 20 years old, studies to become a nurse and has a hosting job. She is very serious in her faith and values and she is a girl who knows what she wants.So Sheri seems more secure than Lane and more comfortable in her own skin. In a way Sheri is more mature. But she also sits very still: â€Å"She was blank and hidden.† It is shown that Sheri is not happy because she sits with her face in her hands. So it can be concluded that they may have a problem with each other. It is a third person narrative. The narrator has an obvious focus on Lane and this we see because the narrator only includes Lane’s thoughts and feelings a lot: â€Å"Sometimes when alone and thinking or struggling to turn matter over to Jesus Christ in prayer, he would find himself (†¦)† â€Å"He could almost  visualize himself tiptoeing past something explosive.† Therefore the narrator has an inner view of Lane. We learn his opinions, and especially when Sheri is described – you learn that it is through Lane that she is described. The effect of the inner view is that we only learn how one of the main characters is feeling and is thinking. It also makes the information about Sheri subjective because it is Lane’s opinion about her and not her exact thoughts or feelings. We only have Lane’s opinion and actions and Sheri’s actions. Furthermore the short story is written in the past tense, and there are some flashbacks: â€Å"Two days before (†¦)†Some times when they had prayed (†¦)† The flashbacks can enlighten the reader about the main characters background, but also confuse the reader. The short story consists of both short sentences and long sentences. The sentences are short when something dramatic happens and the short sentences make it more dramatic and interesting to read and it also speeds up the reading pace. For example when Lane describes the battle within himself: â€Å"Two hearted, a hypocrite to yourself either way.† There is no direct speech, which makes it harder for the reader to interpret the characters because the writer influences the readers. The writer is presenting an interpretation of the characters’ speech and not their exact words. There is a focus on actions so there is a lot of verbs and also adjectives, especially in the beginning. There are some difficult words, but all in all the vocabulary is standard level. The main conflict is the conflict between Lane and Sheri. First of all both of them sit very still and we hear a lot of Lane’s thoughts – as if they are not talking to each other. â€Å"It was of two great and terrible armies within himself, opposed and facing each other, silent. There would be battle but no victor.† The battle inside of Lane could represent the battle between Sheri and him. You might say that they have a probl em when it comes to communicating with each other. The conflict is that Lane does not love Sheri. â€Å"(†¦) at the decision together did not ever include it – the word – for had he once said it, avowed that he did love her, loved Sheri Fisher, then it all would have been transformed.†18 â€Å"But neither did he ever open up and tell her straight out he did not love her.† Lane expresses that if he had loved her or said to her that he loved her, they would not have this conflict. The conflict is that Lane is not honest with Sheri about his true feelings and this leads to the unhappy and tense atmosphere. The reason why  Sheri does not say anything could be because she is waiting for Lane to come clean and be honest. At the ending of the story Lane imagines what he wants Sheri to say when he tells her the truth – that he does not love her. Lane wants Sheri to say that it is all right and that she wants the best for him. Lane has been praying for love and at the end he comes to realize that he h as been praying for the wrong thing. He should have been praying for courage – courage to tell Sheri the truth. The title â€Å"Good People† refers to the fact that Lane wants to be a good person by being honest with Sheri. It also refers to when Lane says that he is not that serious in his faith and that he wants to be good people, to feel that he was good. Lane does not want to lie to her or to himself. To be good is something every human being aspires to be. To be good, kind and loving to your family, friends and neighbours is something preached by the Christian church, but it is also how people generally want to be in spite of their religion. Lane finds out at the very end that he is not that serious in his faith, but that he is still able to be good by finding the courage to be honest with Sheri.

Survey: ask 5 drivers about their knowledge

What would you consider are outside and inside distractions while driving? Brian: inside is cellphone, radio, food, conversations, and kids. The outside distractions are, an accident on the road, construction, and any thing that catches interest. Ben: outside would be weather, advertisements, nice cars. Inside would be passengers, radio or phones or anything that involves music, also changing car settings like heat and AC. Meg: cell phone, conversations, food, makeup.Out side there are ads, other people, and the weather. Alexandra: In: cell phone, kids, dogs, food, Out: ads, other drivers, pedestrians, and animals Henry: outside there is advertisements, cars, really nice cars, homeless people, working people, running women, but inside there is the radio, heat, the dials, and passengers. Question #2: What would you do when approaching a traffic light that is flashing amber? Brian: slow down, and proceed with caution. Ben: slow down, proceed with cation and be alter for things out of t he ordinary or onstruction.Meg: proceed with caution. Alexandra:slow down as much as possible, and proceed with caution. Henry: slow down, look around for any dangers, and continue with caution If one does not slow down, they may cause an accident with others that have, proceeding with caution is best advised, due to possible risks that may lay ahead. Question #3: When driving on a highway at 80 km/h the safe following distance is _. When would you increase this distance? Brian: two car lengths, at least.The space should be increased when the weather onditions are abnormal Ben: I would stay 3 seconds behind the car I front of my and increase that distance if I see anything a head that could be problematic like a merge lane, accident, construction Meg: three seconds approximately, but if the weather is bad, construction, or if there is traffic the space is increased. Alexandra: three seconds when the weather allows such. The time should be increased during rain, snow, ice and fog. He nry: 3-4 seconds, but increased when roads are slippery and/or wet, there is fog, and when it is snowing.If the following distance is not increased on highways when required, an accident may occur. The driver is putting him/her self in danger by not considering the adverse weather conditions, construction, and accidents. Question #4: What would you say are things that other drivers do that annoy you? Brian: tailgating, driving with your high beams on, texting, wearing headphones, not shoulder checking, and no signal usage. Ben: my number one most annoying thing that other cars do is not signal. Meg: when people cut me ott, or when they dont signal.It also bugs me when they're to busy talking on their blue tooth to pay attention to what is happening around them. Alexandra: not signalling and cutting me off really gets me angry. Henry: women thinking that they can apply makeup while driving, tailgating, texting and not signalling, I believe that in order from most dangerous to least d angerous, these annoying actions are as listed: not signalling 2 texting 3 cutting off 4 tailgating 5 high beams 6 not shoulder-checking 7 talking on phone/blue tooth 8 make up

The Impact Of Internet On The World Wide Web - 1320 Words

Since its introduction, the World Wide Web has been an electronic hub for people to share thoughts anonymously with others all over the globe, however the internet has been used for activities deemed illicit. Governments have responded by limiting the access people have to certain parts of the web and monitoring people’s internet activities. There are people who believe that these governments’ actions have violated civil rights. In order to protect their anonymity, people have turned to The Onion Router (TOR). TOR is a free web browser which protects people’s anonymity and allows them to avoid censorship of the World Wide Web. Users of TOR can browse the web without their identities or locations being monitored by anyone. TOR does this by sending user traffic through a complex network consisting of thousands of relays that conceal a user’s identity. The term â€Å"onion† refers to the onion-like application layers of encryption. TOR encrypts the use r’s information multiple times and is then sent to its destination without compromising security during the transmission of user data. This data is randomly bounced through a network of relays run by volunteers around the globe. NSA characterized TOR as â€Å"the kind of high secure, low latency internet anonymity with no contenders for the throne in waiting† (Harris, Hudson). Attacks against TOR are an active area of academic research and are welcomed by TOR. Onion routing was developed in the mid-1990s at the US Naval ResearchShow MoreRelatedThe Impact Of Internet On The World Wide Web1767 Words   |  8 Pages Globally, the estimate for Internet users in 2016 comes to around 46.1 percent, a three percent increase from 2015 (â€Å"Internet Users in the World,† Internet Live Stats). In a world where almost half of the population has Internet most people cannot imagine their lives without constant access to news sources. 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