Family Learning typologies
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The document summarizes a classification system for family literacy programs developed by Nickse. The system categorizes programs based on whether they provide direct or indirect services to adults and children. There are four types of programs: 1) those with direct services for both adults and children; 2) those with indirect services for both; 3) those with direct services for adults and indirect for children; and 4) those with indirect services for adults and direct for children. The classification aims to help understand different approaches to family literacy programming.
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This study examined the effects of classwide peer tutoring (CWPT) on the social interactions of English language learners and native English speakers in two second-grade classrooms. CWPT was implemented to teach math and spelling, with social interactions as the dependent variable. Students' frequency of positive and negative social behaviors during CWPT sessions was observed and analyzed. The study found that CWPT increased positive social interactions for both English language learners and native English speakers, indicating it is an effective instructional strategy to support social development for all students.
Jenna Rehm Research Paper
The document discusses the importance of early childhood literacy. It explains that early literacy helps prepare children for school and provides lifelong skills. Parents, educational programs, teachers, and librarians all play important roles in developing literacy at a young age. The document also outlines various programs and standards that aim to promote early literacy among children. Research discussed in the document shows that early literacy is linked to academic success later in life.
How To Get Involved in Your Children's Education.
The #1 Ultimate Empowerment Toolkit for Parents.
http://94e532zp417v0y6bnoneyjqgfm.hop.clickbank.net/?tid=PARENT
THESIS FINALE
This document provides background information and context for a study on assessment methods used by English teachers to help underachieving readers in Grade 7. It discusses how reading is an important skill and some students struggle more than others. Factors like motivation, intelligence, language skills, and home environment can impact reading ability. The study aims to understand teachers' assessment methods and how they support underachieving readers. It will examine assessment tools, problems teachers face, and activities to enhance reading performance. The findings could help teachers, students, parents, and future researchers improve reading instruction and support.
Critical Social Skills for Adolescents wtih High Incidence Disabilities: Par...
This document discusses curricula for students with disabilities and the importance of social skills development. It notes that while academics have traditionally been the main focus, many educators now acknowledge the need to increase emphasis on social skills to promote greater social competence. The document outlines research showing that social skills are complex and include communication, problem-solving, and self-management. It also discusses the importance of including parental perspectives in identifying critical social skills, as parents can provide valuable insights from observing their children's social behaviors in different settings. The study aimed to understand parents' views of the meaning of "social skills" and which skills they see as critical for their adolescent children with disabilities.
The Role and Strategy to Stimulate Language Development in Early Childhood Du...
The document discusses strategies for stimulating language development in early childhood during the COVID-19 pandemic. It describes strategies for children ages 1-2 years, such as motherese, recasting, echoing, expanding, and labeling. For children ages 3-6 years, it recommends increasing interaction and communication, reading aloud, involving children in storytelling, and providing literacy activities. The strategies aim to develop language skills through play-based learning that is appropriate for children's ages and can be done at home during pandemic restrictions.
Another editation of the final paper current one to work on as of nov 30th
The Social Aggression Prevention Program (SAPP) aims to reduce relational aggression among girls aged 9-12 through weekly discussion groups. It focuses on improving social skills and perspective-taking. SAPP involves randomly assigning girls to experimental and control groups. The experimental group participates in role-playing and other activities, while the control group does unrelated work. Evaluators will measure outcomes like peer acceptance, leadership, and aggression over multiple years using surveys, observations, and other tools to assess SAPP's long-term effectiveness. Recommendations include expanding it to both boys and girls and earlier ages, and improving leader training.
Parenting Styles and Academic Performance of Senior High School Students
ABSTRACT: The district-wide survey study examined the parenting styles and academic performance among
Grade 12 learners in Social Science amidst the CoViD-19 pandemic. The study involved two hundred forty-four
(244) parents as respondents. The study used descriptive research design through survey questionnaires as the
main instrument in gathering the required data. Descriptive and Inferential statistics were employed in the
computation, analysis, and interpretation of data. Results of the study revealed that most parent-respondents are
female, in their middle adulthood, with a minimum family and a number of children. Parents agree on the
parenting styles they do. The mean academic performance of Grade 12 learners in Social Science was "Very
Satisfactory". There was a significant difference in parents' parenting styles as to authoritarian style when
respondents were grouped according to age and family monthly income. There was a significant difference in
parents' parenting styles as to permissive style when respondents were grouped according to age. There was a
significant difference in parents' parenting styles as to authoritative style when respondents were grouped
according to the number of children in the family. There was a very low positive correlation between the
parenting styles of parents and the academic performance of Grade 12 learners in Social Science. Based on the
study's findings, parents may consider exploring appropriate parenting styles to motivate their children, and
parents are encouraged not to spoil their children. Parents are encouraged to attend any PTA meetings to show
support for their children's learning. The parents may consider equally practiced parenting styles as
authoritarian, permissive, and authoritative regardless of their profile. It may be possible to undertake a
comparative study with a bigger sample size of participants from various places to validate and enhance the
generalizability of the results.
KEYWORDS : academic performance, parenting style, senior high school students, Botolan, Zambales
15Play, Peers, School, and MediaHero ImagesGetty Images.docx
15Play, Peers, School, and Media
Hero Images/Getty Images
Learning Objectives
After completing this module, you should be able to:
ሁ Distinguish between different kinds of preschool environments and generate evidence-based
conclusions about the benefits of preschool.
ሁ Outline types of play and elaborate on the psychosocial and cognitive benefits that play provides.
ሁ Describe how the structure and activity of friendships change throughout childhood.
ሁ Differentiate among a number of peer statuses and generalize about group outcomes.
ሁ Synthesize developmental issues related to bullying and identify commonly used intervention
strategies.
ሁ Identify trends in adolescent use of tobacco and psychoactive substances.
ሁ Discuss the changing role of electronic media in the development of children.
Section 15.1Preschool: Giving Children a Head Start?
Prologue
In response to a prompt in a recent class, Akira, a young college student, related how our
everyday experiences with peers and in activities can deeply affect how we develop:
In the world that technology has taken over our communications, I usually
feel lonely. Yesterday I was in a room with my group of friends. Every one
of us was on the phone, either texting or on social media. It was really bad.
There were no words tossing around the room, it was just complete silence.
There were so many opportunities to connect to the people next to you, yet
people were on their phones for no reason. Then, I thought about loneliness
as I looked around the room. Being on the phone is a way to isolate us from
the community. We might have hundreds of friends on social media, but how
many REAL friends do we have? I think we become more lonely when we get
into our phones. At least, I do. I feel sad that we are missing out on living in
the moment. It happens whether we are in a room by ourselves or in a room
full of people. Whenever my partner is on the phone—not even talking—for
a long period of time, I get lonely to the point that I feel like I am not loved or
I cannot talk about my concerns. He is right next to me, and there is complete
silence for hours. What can we do in those few hours without being on the
phone? He didn’t have a phone when we met. We were totally different back
then compared to how we are today. I get really sad when I think how com-
munication has changed.
Akira’s poignant response reveals to us how individual circumstances can have a profound
effect on development for some, and have little effect for others. It also reminds us that we are
all affected by the ways in which technology has transformed social interaction, among young
people especially. Just as the advancement of automobiles and the telephone transformed
social networks during the 20th century, the Information Age is no doubt affecting part of
the foundation of psychosocial growth for today’s generation of children. As this final module
explains, these developments are an extension ...
Parent-Involvement hsdsfwhfhdjoue(1).pptx
Parent involvement in a child's education is essential, as parents are the primary caregivers and have direct influence on their children. Close home-school collaboration, including regular communication and partnership, helps promote student success. Effective communication methods include parent-teacher conferences, communication notebooks, email, and text messaging to keep parents informed of academic progress and goals. Parent education workshops provide strategies to support children's needs.
Common Sense Model
The Common Sense Model centers student well-being and puts the student at the foundation. It aims to uncover each student's potential. The model was developed in response to fundamental questions in education today. It utilizes Parent Partnership, High Quality Adult Learning, and Learning Embedded in Real Life to enhance student well-being and learning. These three pillars work together towards the central goal of optimizing each student's growth and development.
CHAPTER 12Working with Families and CommunitiesNAEYC Administr.docx
This document discusses three approaches that early childhood programs can take to working with families: a parent involvement approach, a school-family partnership approach, and a family engagement approach. The family engagement approach aims to create collaborative, two-way relationships between programs and families built on mutual respect and understanding. It views both families and programs as experts and supports ongoing communication to jointly support children's learning and development.
CHAPTER 12Working with Families and CommunitiesNAEYC Administr.docx
CHAPTER 12
Working with Families and Communities
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
6. Family Support
· Knowledge and application of family systems and different parenting styles
· The ability to implement program practices that support families of diverse cultural, ethnic, linguistic, and socio-economic backgrounds
· The ability to support families as valued partners in the educational process
3. Staff Management and Human Relations
· The ability to relate to staff and board members of diverse racial, cultural, and ethnic backgrounds
7. Marketing and Public Relations
· The ability to promote linkages with local schools
9. Oral and Written Communication
· Knowledge of oral communication techniques, including establishing rapport, preparing the environment, active listening, and voicecontrol
· The ability to communicate ideas effectively in a formal presentation
Early Childhood Knowledge and Skills
6. Family and Community Relationships
· Knowledge of the diversity of family systems, traditional, non-traditional and alternative family structures, family life styles, and thedynamics of family life on the development of young children
· Knowledge of socio-cultural factors influencing contemporary families including the impact of language, religion, poverty, race,technology, and the media
· Knowledge of different community resources, assistance, and support available to children and families
· Knowledge of different strategies to promote reciprocal partnerships between home and center
· Ability to communicate effectively with parents through written and oral communication
· Ability to demonstrate awareness and appreciation of different cultural and familial practices and customs
· Knowledge of child rearing patterns in other countries
10. Professionalism
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
Learning Outcomes
After studying this chapter, you will be able to:
1. Explain three approaches that programs of early care and education might take to working with families.
2. Identify some of the benefits enjoyed by children, families, and programs when families are engaged with the programs serving theiryoung children.
3. Describe some effective strategies for building trusting relationships with all families.
4. Identify the stakeholder groups and the kinds of expertise that should be represented on programs’ advisory committees and boardsof directors.
Grace’s Experience
The program that Grace directs has been an important part of the neighborhood for more than 20 years. She knows she is benefiting from thegoodwill it has earned over the years. It is respected because of its tradition of high-quality outreach projects, such as the sing-along the childrenpresent at the senior center in the spring. The program’s tradition of community involvement has meant that local businesses have always beenwilling to help out when asked fo.
Report
1) The survey tracked 544 children from age 3-4 (K1) through first grade to analyze the development of skills needed for elementary school.
2) It found that children developed strong skills in daily habits, literacy and numeracy. Over 80% could go to bed at the same time by K1 and over 90% could read hiragana and count to 20 by K3.
3) Literacy and numeracy skills like writing sentences and adding/subtracting showed the most growth, with abilities increasing by over 50 percentage points between K3 and first grade.
Analysis Of Outdoor Experiential Learning
This document discusses a study that analyzed outdoor experiential learning compared to direct classroom instruction on teaching second grade students about biodiversity in a taiga ecosystem. The study involved giving students direct instruction, then assessing them. They then went on a field trip to experience the taiga firsthand and were assessed again using the same test. The results showed that students performed better and understood the concepts more after experiential learning outside of the classroom.
Criminal Justice
The document discusses how lack of stable family structure can lead to juvenile delinquency. Specifically, it touches on four ways this can occur: 1) Children who do not receive love and affection from parents may act out for attention or develop bad behaviors. 2) Children from broken homes like those impacted by divorce are more likely to engage in antisocial behavior. 3) Children who witness parental disagreements may struggle with relationships and social skills. 4) Poor parenting skills where children do not learn right from wrong can cause children to imitate bad parental habits.
16 Young Children • September 2009© Fred Lyn.docx
16 Young Children • September 2009
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2, 3, 7
FAMILIES MAY LEARN THEIR CHILD HAS A DISABILITY
during pregnancy, at birth (as baby Ella’s parents did), or
even later, when their child enters a child care program
in a home or classroom setting. Although a family’s reac-
tion to the news that their child has a special need may
depend upon the child’s age, the severity of the disability,
and the family’s cultural view of disabilities (Muscott 2002),
researchers liken the experience to the grieving process
that Kubler-Ross (1969) describes in her classic book, On
Death and Dying. Reactions move from denial of the disabil-
ity to anger at the diagnosis, to bargaining with the experts
involved in the diagnosis, depression, and to acceptance of
the disability. Acceptance of the diagnosis can take years,
as frequent reminders of the disability cause families to
reexperience the grief. For example, one parent said, “Grief
may hit you when you least expect it—during a Christmas
shopping trip . . . when you buy baby toys for a 9-year-old”
(Naseef 2001, 207).
Stages of adjustment
Some parents criticize this “grief” view of adjustment
to a disability as being patronizing and not fi tting their
experiences. Ulrich and Bauer (2003) propose instead that
the adjustment experience occurs in four levels as parents
gradually become aware of the impact of their child’s dis-
ability. These levels include the following:
Julie A. Ray, Julia Pewitt-Kinder,
and Suzanne George
Julie A. Ray, PhD, is an associate professor of education at
Southeast Missouri State University in Cape Girardeau. Julie has
taught courses in family involvement for more than 13 years and
is the coauthor of the textbook Home, School, and Community
Collaboration: Culturally Responsive Family Involvement.
[email protected]
Julia Pewitt-Kinder, DO, is a board-certifi ed family practice phy-
sician and writer in Cape Girardeau, Missouri. Dr. Pewitt-Kinder
speaks about Down syndrome to children in elementary schools
and to students and professionals at colleges, hospitals, and
conferences nationwide. As a volunteer for the Down Syndrome
Association of St. Louis, she offers family support.
[email protected]
Suzanne George, PhD, is a professor of early childhood at
Missouri State University in Springfi eld. She has been a special
educator and teacher educator in early childhood and special
education. [email protected]
This article is available online at www.naeyc.org/yc.
Partnering with Families of Children
“There’s no good way to tell you. Your baby has
Down syndrome,” said the pediatrician. My world
instantly stopped, and I felt a black fog closing
in. I couldn’t move or breathe or speak. The only
sound I heard was my husband sobbing. My first
thoughts were “No, I can’t do this. How do we go
from expecting a perfectly healthy baby to receiv-
ing a stranger?” Finding out that our daughter
.
Parental Involvement in The Implementation of Modular Distance Learning Appro...
ABSTRACT :The general purpose of this study was to find out the level of extent on the parental involvement
in the implementation of modular distance learning approach in Botolan District, Division of Zambales,
Philippines during school year 2020-2021. The study revealed that the parent-respondent is a typical female in
her early adulthood, married, high school graduate with part-time work and meagre income whose children are
at primary grade level. The academic performance of the parent- respondents‘ children was assessed ―Very
Satisfactory‖. Perceived ―Highly Involved‖ on Parent as a Teacher and Acceptance of the Self-Learning Module
while ―Involved‖ on Submission of the Self-Learning Module. There is significant difference when grouped
according to highest educational attainment towards Parent as a Teacher, Acceptance and Submission of the
Self-learning module respectively; significant when grouped according to family income towards Parent as
Teacher and Acceptance of the Self-Learning Module; while significant on number of children studying in the
elementary level towards Parent as Teacher and Submission of the Self-Learning Module respectively. There is
significant difference on the perception towards dimensions on the level ofextent on the parental involvement in
the implementation of modular distance learning approach. There is negatively weak or little relationship
between the level of academic performance and the level ofextent on the parental involvement in the
implementation of modular distance learning approach.
Based on the summary of the investigations conducted and the conclusions arrived at, the researcher
recommended that the parents are encouraged to be given orientation to heighten awareness on their respective
limited roles in the implementation of the self-learning modular approach; that parents are encouraged to help
children developed with high levels of self-directed learning, to have strong for learning.\
KEYWORDS:Botolan District, Division of Zambales,Parental Involvement in Modular Distance Learning
Approach
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Family Learning typologies
- 1. Scoping Study on Models of Family Learning p.13 http://www.lwtt.org.uk/Family%20Learning%20Final%20Report.pdf
- 2. In her review of practice in the United States, Nickse classified programs according to the type of participant (adult and/or child) and the degree of intervention (direct or Indirect). The degree of intervention refers to "whether or not the adult and the child are present together for literacy development any or all of the time" (Nickse 1989, 29). "Primary" participants receive direct services, "secondary" participants benefit indirectly. Type 1: Direct Adults - Direct Children Type 2: Indirect Adults - Indirect Children This model involves programming for both parents and pre-school child. Parents attend literacy instruction Adults (may or may not be parents) and and may participate in parenting education, vocational children attend together. The goal is the training, or volunteer in the program or children's promotion of literacy for enjoyment. There is classroom. "Parent and child together" activities are no sequential curriculum, but rather a series also a key feature, and may include instruction on how of reading enrichment events, such as to interact and play with children, as well as how to storytelling, book talks, and library activities. read to them. Programs use a dual curriculum and Reading pal programs involving adult direct instruction that is class-based. Children take part volunteers are another example of this type in a structured early childhood or preschool program. of program. Type 3: Direct Adults - Indirect Children Type 4: Indirect Adults - Direct Children Pre-school and school-aged children are the primary recipients Adults are the main target for this type of program, and of service in this type of program. Parents may be invited to children do not participate regularly, if at all. Programs participate, but usually do not receive literacy instruction for may include literacy or English language instruction, or their own needs. (1990a, 53-55) instruction in reading children's stories or other behaviors that assist children. The goal is to help adults become more literate so they may positively influence their children's literacy development. Nickse, R. (1993). A typology of family and intergenerational literacy programmes: implications for evaluation. Viewpoints 15: Family Literacy, London: ALBSU.