Collaboration with parents and community/ Essay / Paper by AssignmentLab.com
 

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Collaboration with parents and community/ Essay / Paper by AssignmentLab.com Collaboration with parents and community/ Essay / Paper by AssignmentLab.com Document Transcript

  • Running Head: COLLABORATION WITH PARENTS AND COMMUNITY Collaboration with Parents and Community Name: Professor: Course: Date: 1
  • COLLABORATION WITH PARENTS AND COMMUNITY 2 Introduction In the community, children as the most vulnerable members have some basic needs. This does not exclude children. Children are seen to have needs such as responsive adults, care, warmth, sense of importance and significance. They also need opportunities to play and move, through which they relate to the world, people to help them and support their learning. Children’s needs are substantially met at home, as well as, in the community. This gives parents, as well as, the entire community, the responsibility for meeting the needs of children. Childhood is a situation filled with mixed experience for children. It is characterized by moments of sadness and loss, as well as, moments of happiness and achievement. However, it is seen as a golden period where children receive love from caring adults and are nurtured. Children are seen as going through innocence, unqualified parental love, a thirst for adventure and knowledge, peer pressure and irresponsibility. In a situation where children’s needs are not adequately met, they result in defiant acts. Despite stipulated roles in the available structures, the family and the community have responsibility for ensuring that children’s needs are met. Supporting and meeting Children’s needs Children may pose demands on their parents and people within their environment. The way people respond to children’s demands, determines their perception of the world. They learn about such aspects as love, trust, feeling safe or afraid based on the way people respond to them (Roy 2007). If their parents respond gently to their plea, small children get the impression that society is a safe place. However, if children are yelled at, their impression is that society is unsafe and frightening. Schooling children, assume safety when people listen to what they say. Adolescents, however, get the feeling of safety when adults discuss decisions with them. Therefore, understanding children’s needs is essential for both parents and the community. In life
  • COLLABORATION WITH PARENTS AND COMMUNITY 3 experience, understanding and meeting the need of children is difficult. This is because of differentiated reasons where one is that people understand their own needs more than those of children. Similarly, the needs of children are different at every stage of childhood. This variation in children needs makes the situation difficult for individuals to meet their needs effectively. Parents may not understand their child’s needs at that precise moment, which may lead to defiance. A lack of patience is another obstacle to meeting the children’s needs. Children grow and mature at different speeds. People need to understand and have patience for all children as they grow. They should avoid establishing high expectations for a child by comparing him or her with another child. People should also understand that children are different at different times. They also have emotions, which affect their moods. This would be caused by different environmental exposure. It would also be due to the experiences they get during the day (Cleaver, Unell, Aldgate & Great Britain 2011). The family is the most fundamental institution aimed at providing a child’s basic needs. The family is the closest people with whom a child grows. They are often the determiners of a child’s behavior and attitude towards life (Schofield, 2006). The family needs to give and show adequate love for children to meet their needs. When children feel the love given to them by significant others, it develops healthy love for self. To determine children’s perception of inadequate love, relationships with family members should be examined. If there is a significant relationship between a child and family members, there is bound to be love. This relationship helps them meet the need for love. If the family commits defiant acts to a child, he or she also develops defiant behaviors in his or her life. Discipline is essential for every growing child. The family first instills this norm in a child. When a child is inadequately disciplined, there exist boundaries of unclear acceptable behaviors. This would result in defiance in a child’s life.
  • COLLABORATION WITH PARENTS AND COMMUNITY 4 Therefore, the family should play the prominent role in ensuring discipline in a child (Cleaver & Nicholson, 2008). This would meet the need for supportive and favorable attitudes towards their learning process. Similarly, the family meets children’s needs by teaching them morals. When a child is aware of moral teaching, it gives them the sense of importance, warmth and significance. This improves their attitude towards life, as well as, self-confidence. The community meets children’s needs by the providing a good environment. This includes security where the need for care and warmth comes (Mohanty & Ullah, 2012). When a child is given a safe environment, they feel cared for as well as needed in the community. This is appropriate for their growth and development. Similarly, when the community provides a place for developing physical activities of the child, the child feels loved. This environment is essential for the growth of the children since it is seen to give them a venue for appropriate physical activities. This is because those activities are essential for children’s development. Children feel loved and needed through this provision. It enhances the feeling of self-importance. The community also meets children’s needs by providing opportunities for learning. This meets their need for support and developing their learning experience. Similarly, loving and gentle neighbors and people in the community are necessary for meeting children’s needs (Roy 2007). Family factors that affect learning and behavior According to Kolb’s Learning Model, children’s learning and behavior are affected by developmental changes. The environment and people surrounding children as they grow influence children. This would include the family and society. Children’s learning and behavior are affected by biological, emotional and psychological changes that occur during their growth. However, the family is a factor that also affects a child’s behavior and learning (Mohanty & Ullah, 2012). This would be caused by genes inherited from the family or the environment
  • COLLABORATION WITH PARENTS AND COMMUNITY 5 created by the family. People are engaged in various social interactions while others are comfortable in solitude. There exist theories about why people act differently in learning and behavior, in social development. Statistics indicate that the family influences children to a great extent in their learning and behavior. Nature vs. nurture is one factor that causes these differences. A child’s development would be affected by the genetic makeup of parents. This would be responsible for the inherent differences in temperament and social levels of children. However, as children grows the family and parental influences shape and affect a child’s growth and development (Schofield, 2006). Parental personality is bound to have an influence on the social development of their children. A parent, who does not get satisfaction from the company of people, may avoid crowds. That trait would be passed on to their children where they would also learn to avoid people. These would limit the exposure of their children to people and thus avoid social interactions. These children become reserved people throughout their learning (Roustit et al, 2011). This is because their comfort level and ease of socialization were limited by their parent’s personalities. Styles of parenting also influence children’s behavior and learning. There exist different parenting styles, which exhibit different influences on children. The authoritarian style makes children anxious, fearful, withdrawn and frustrated. In this case are controlling everything, giving no room for discussion concerning the child’s feelings. As far as the authoritative style is concerned, discipline is instilled in their children through a gentle and loving way. These parents raise children who are confident and socially adept. Permissive parents are extremely lenient, and children get poor control and have difficulties in peer relationships. Neglectful parents, on the other hand, bring up children who are emotionally immature and may get involved in antisocial behaviors. Children who grow up in families living
  • COLLABORATION WITH PARENTS AND COMMUNITY 6 in rural areas are different from those from those living in urban areas. Rural families may have a small number of friends while the urban people interact with various people in their childhood. These make urban children understand and relate well to many different people in their lives. Family dynamics also affects the behavior and learning process of children. Big families provide children with opportunities to socialize, thus enhancing self-esteem. Confidence is a significant aspect in the learning process and behavior of children (Cleaver, Unell, Aldgate & Great Britain 2011). Community agencies and resources supporting children’s needs According to Kolb’s Learning Model, there are community agencies and resources that support the needs of young children. A variety of environmental education resources are used. Educators should understand various methods in which the community can be a resource in early childhood education. This includes nonprofit organizations or government agencies and any other resources that may take part in supporting instructional programs for children. Teachers use a variety of instruments for environmental observation and measurements and instruct learners on their proper usage. The resources integrated throughout places are essential especially for development the early childhood stage. They are of essence as they involve children ensuring that they give all their attention. Natural materials are used in creating an environment and objects to play whether indoors or outdoors. Outdoor areas are beautifully landscaped to invite birds and bugs, which children love watching. Plants, sand, water, flowers or rocks are used in the indoor activities (Davis, 2012). These items of play can be used to develop various skills of a child such as motor development, math skills and even sensory experience. Children need to be in a safe and favorable learning environment, whether inside or outside the classroom. Educators need to keep
  • COLLABORATION WITH PARENTS AND COMMUNITY 7 this in mind. A child’s feeling of safety will enable him or her to be in a calm state of mind (Campbell & Jobling, 2012). Childhood education needs a diverse setting before children are led to it. The resources used include libraries, laboratory fields, community settings or demonstration sites. Children are exceptionally alert when it comes to learning at a young age. An educator will need to put into practice instructions that will first link contents to child’s immediate surroundings. This will broaden a child’s horizons in terms of environmental issues. Community agencies play different roles as per their rules and regulations. They may promote quality care for young children and also help support the quality of family life. This may be done through sharing information and providing chances to work together. Other agencies have programs set up to take care of children with identified unique needs such as mental illnesses, autism and cerebral palsy. Other programs involve providing the most favorable child development and provide families with access to screening, intervention and referral to community agencies. Parental guidance and counseling are offered as well, to the benefit of the upbringing of children. Some of these agencies provide their services free of charge. This depends on the current financial affairs of the community involved (Deiner, 2012). Family and community programs supporting the early childhood environment An early childhood environment is paramount in a child’s development. Family and community programs help support an early childhood environment. Family involvement in and awareness of in nature education for children should be provided on an ongoing basis. All children, in spite of their cultural, emotional or developmental challenges, benefit from the time they spend exploring the environment. According children with valuable childhood programs and letting children explore their curiosities with nature yield positive results in their
  • COLLABORATION WITH PARENTS AND COMMUNITY development. Young children learn about their family traditions. 8 A child’s traditional background consists of the practices and beliefs a child goes through daily and the manner the child grows up. This includes eating, sleeping, discipline, relationships among others. With these, children grow to become responsible people in society. They also learn how to build relationships with people and their self-esteem is enhanced. Other practices involve home language, religion and even geographic characteristics (Davies, 2008). A child’s culture should be respected when planning any programs in the community. Most cultures of the world share the same goals and objectives involving environmental education for children. Since society comprises a diversity of cultures, some issues can lead to disagreement. Listening to children’s opinion makes them feel appreciated in their environment there occupy. They also learn to listen, respect and appreciate the cultures of different individuals from other cultures. Various environmental activities involve the use of living things and learning through first hand experiences. It is, therefore, crucial to acknowledge differences in families concerning how their children handle either insects or creatures and their veneration towards some animals or plants. Educators should update all families on the projected activities and the positive outcomes of their child’s environment education program. They should also encourage families to participate. Their participation is valuable especially in outdoor activities (Martin, 2006). Family members could share stories about their experiences about their involvement in animal husbandry and growing plants. Involving families and giving them suggestions of activities to do with their children help the whole community become better observers of nature. Some of the nature oriented activities that families can do together include, growing plants or flowers. The family may decide to plant seeds on a patch of ground or flowers in cans.
  • COLLABORATION WITH PARENTS AND COMMUNITY 9 Another activity is viewing the night sky where parents should involve their children in making up stories about the patterns made by the stars. Parents could take field trips together with their children and let them explore their curiosities while guiding them. Environmental literacy is crucial to children as it models appropriate behavior such as turning the lights out, valuing living things, recycling, no littering and many others (Martin, 2006). Health and safety are considered in another program used by the community to develop environmental education of a child. Children together with families need to do this together. Knowledge and expertise of adults and educators provide a way forward concerning health and safety of the children involved. Precautions relating to nature experiences in the community such as weather exposure, plants or animals are established. Educators take time implementing emergency plans such as the basic first aid skills especially when participating in outdoor activities (Bodzin, 2010). There should be continuous communication between parents and educators regarding children’s safety. This will help a child grow up without problems. Again, there should be background checks on educators who are always with children. This enhances young children’s safety away from home. Conclusion Collaboration with Parents and Community contributes to the achievement of a good early childhood education. Parents should develop their parenting skills and understand their children more. Parents should help their young children learn at home. This includes homework and any other curriculum activity that a child performs that links up schoolwork and life. Collaboration with parents and the community enhances students’ learning and development, as well as, school programs. This ensures that there is partnership with individuals in the
  • COLLABORATION WITH PARENTS AND COMMUNITY 10 community, especially those that give support services to children and their families. When parents and the community come together, children’s welfare is improved.
  • COLLABORATION WITH PARENTS AND COMMUNITY 11 References Bodzin, A. M. (2010). The Inclusion of Environmental Education in Science Teacher Education. Berlin: Springer Netherland. Campbell, C., & Jobling, W. (2012). Science in early childhood. Cambridge, England ; Port Melbourne, Vic: Cambridge University Press. Cleaver, H., & Nicholson, D. T. (2008). Parental learning disability and children's needs: Family experiences and effective practice. London: Jessica Kingsley Publishers. Cleaver, H., Unell, I., Aldgate, J., & Great Britain. (2011). Children's needs - parenting capacity: Child abuse - parental mental illness, learning disability, substance misuse and domestic violence. London: TSO. D., Rose, W. and Jeffery, C. (eds) The Developing World of the Child. London: Jessica Davies, L. (2008). Informal learning: A new model for making sense of experience. Aldershot: Gower Davis, J. M. (2010). Young children and the environment: Early education for sustainability. Melbourne, AU: Cambridge University Press. Deiner, P. L. (2012). Inclusive early childhood education: Development, resources, practice. Belmont, CA: Wadsworth Cengage Learning.
  • COLLABORATION WITH PARENTS AND COMMUNITY 12 Dunst, C. J., Hamby, D. W., & Brookfield, J. (2007). Modeling the Effects of Early Childhood Intervention Variables on Parent and Family Well-Being. Journal Of Applied Quantitative Methods, 2(3), 268-288. Francesconi, M., Jenkins, S. P., & Siedler, T. (2010). Childhood Family Structure and Schooling Outcomes: Evidence for Germany. Journal Of Population Economics, 23(3), 1073-1103. doi:http://dx.doi.org/10.1007/s00148-009-0242-y Kennedy, A. C., Bybee, D., Sullivan, C. M., & Greeson, M. (2009). The Effects of Community and Family Violence Exposure on Anxiety Trajectories During Middle Childhood: The Role of Family Social Support as a Moderator. Journal Of Clinical Child & Adolescent Psychology, 38(3), 365-379. doi:10.1080/15374410902851713 Kingsley Publishers. Martin, B. (2006). Outdoor leadership: Theory and practice. Champaign, Ill: Human Kinetics. Mohanty, M. S., & Ullah, A. (2012). Why Does Growing up in an Intact Family during Childhood Lead to Higher Earnings during Adulthood in the United States?*. American Journal Of Economics & Sociology, 71(3), 662-695. doi:10.1111/j.1536- 7150.2012.00828. Roustit, C., Campoy, E., Renahy, E., King, G., Parizot, I., & Chauvin, P. (2011). Family social environment in childhood and self-rated health in young adulthood. BMC Public Health, 11949. Roy, B. (2007). Parents' lives, children's needs: Working together for everyone's well-being. Fawnskin, CA: Personhood Press.