Home-School Relations Early Childhood Education course. Download for your reference. Like or comment for improvement. Thank you.

1. Curriculum of the
Community
PSEd 26 – Home-School Relations
Presented by:
Mr. Ronald Macanip Quileste, MAEd-SM
School of Education
Xavier University – Ateneo de Cagayan
Corrales Avenue, Cagayan de Oro City

2. Topic Outline
•Community Configuration Affects
Curriculum
•Social and Emotional Environments in a
Community
•Physical Environments in a Community
•Interactions Among Community
Agencies, Families, and Schools

3. Urie Bronfrenbrenner’s Ecology Model

4. •The community has something to
offer in terms of the learning
development of children.
•The community offers “learning
areas” for children known as
resources

5. • Children constantly learn from persons in their
neighborhoods.
• Children learn from various materials generated by
people in the society.
• Children learn from many other materials,
including those that adults consider junk.
• Children acquire knowledge, values, and social
skills (positive and negative) from their
experiences within their communities and
interactions with community workers.

6. Resources in the Community
Natural Resources Living Organisms
Geographic
Services Educational
Communication
Entertainment
Recreation
Transportation
Commercial
Professional
Service Agencies
Living Quarters

7. Resources in the Community
Materials and Media Print
Audiovisual
Recyclables
Social Networks Adult
Peer
Ethnic Associations Contacts

8. Community Agencies
• Service agencies provide families with health
transportation, protection, communication and numerous
professional services.
• Just as teachers and homes vary in how they instruct
children, so do people in various agencies and
professions.
• Most community agencies provide materials that schools
and parents can use to feature the functions of those
agencies

9. Transportation Agencies
• Transportation is necessary for children to participate in
community events.
• Travel provides children with many enriching as well as
hostile experiences.
• Transportation agencies provide many formal learning
experiences for children as they collaborate with schools
in planning trips.

10. Political Agencies
• These are government agencies, school boards, and task
forces or communities empowered by the community
government to provide different types of community
curricula.
• Formal curriculum on political organizations usually
handled by schools is more apparent especially during
election years.
• Political decisions can affect the community curriculum
presented to children.

11. Social and Cultural Agencies
• The more skilled parents become at securing community
services, the more opportunities they have to use other
community resources.
• Religious groups, libraries theaters, and recreational
facilities as well as municipal human services departments
are community agencies that supplement children’s
education.

12. Cultural Organizations…

13. Cultural Organizations…
• Many cultural organizations provide a rich formal
curriculum to children.
• Art museums offer both art instruction and art
appreciation as do opera companies and theaters.
• Most libraries also seek to enhance children’s
appreciation of literature and learning through
educational lectures, storytelling events and book talks.
• Religious organizations offer summer day camp and
religious education classes often with integration.

14. Social Agencies…
• Community clubs are another means of educating
children. (Scout organizations, trail, outing and ski clubs,
etc.)
• As Lareau (2003) pointed out in her book Unequal
Childhoods, a family’s social class determines how much
children will participate in community opportunities, some
of which are fee based.

15. Business and Commercial Enterprises
• All communities have business and commercial
enterprises, located in large malls or along highways.
• Children hear comments from adults, note certain
identifying characteristics of buildings and learn without
specific instruction where to buy things.
• Business enterprises distribute advertising circulars and put
signs in shop windows which provide information about
prices and the kinds of items a store sells.

16. Media Outlets
• Media expose children to a world beyond their immediate
neighborhoods and contribute to their learning.
• Media provide education for children but concerns about
the amount of time children spend immersed in media are
on the rise.
• Much of these media are for adult consumption, but
many children are exposed to programs that confuse,
frighten, or misinform them when there is little or no adult
guidance.

17. Media Outlets
• Television

18. Media Outlets
• Television

19. Media Outlets
• Television

20. Media Outlets
• The Internet

21. Media Outlets
• The Internet

22. Media Outlets
• The Internet

23. Media Outlets
• The Internet

24. Media Outlets
• Video Games

25. Media Outlets
• Video Games

26. Media Outlets
• Print Media

27. Media Outlets
• Print Media

28. Media Outlets
• Print Media

29. Media Outlets
• Media Vigilance

30. Media Outlets
• Media Vigilance

31. Media Outlets
• Media Vigilance

32. Media Outlets
• Media Vigilance

33. Media Outlets
• Media Vigilance

34. Social and Emotional Environments in
a Community
• Children’s chances of becoming healthy, confident, and
competent adults are greater when they have both a
safe home environment and a safe neighborhood in
which they are able to play, explore and form
relationships.

35. Social Networks
•Nowadays, however, children and their
families need community support more
than ever because parental supervision
is far less constant in dual – income and
single – parent homes (Adelman &
Taylor, 2002; Bookman, 2004).

36. Social Networks
•Adult Connections and Support
•Mentoring
•Peer Group Settings

37. Ethnic Community Contributions
•Schools can profit from the various
ethnic cultures in learning about the
richness of community life, and students
learn to be analytical thinkers as they
discover the cultural orientations of other
persons in their school and community.

38. Ethnic Community Contributions
• Some teachers have used the following objectives in seeking
to acknowledge a community’s various cultural groups:
a. Research the stories behind the food choices that different
ethnic groups make
b. Uncover the history of the dances and music of each ethnic
groups
c. Compare different family schedules, approaches to rearing
children, and ways different families praise the successes of
individual members.
d. Find out and record the stories behind the immigration
journeys individuals in the community undertook to reach the
place where they now live.

39. Multicultural Education
•Multicultural education describes programs
and practices that schools have developed
to ensure that all students have equal
opportunity to learn in school.
•DepEd further pushes lessons in classrooms
that should be multilingual and multicultural
(K to 12 Curriculum).

40. Multicultural Education

41. Physical Environments in a
Community

42. Physical Environments in a
Community
• Children’s life space and atmosphere around them
provide the physical portion of the curriculum.
• However, all ecological and physical structures
can provide learning opportunities, and skilled
teachers find ways to maximize children’s learning
in the byways of their local area.

43. Physical Environments in a
Community
• Children’s Play
- Children engage in more dramatic and
constructive play outdoors and in more exploratory
play (Steglin, 2005).
• Observing Nature
- Learning to observe the environment enhances
children’s cognitive as well as their social and
emotional learning and understanding.

44. Physical Environments in a
Community
• Human Creations and Structures
- These include their neighborhood and the places in the
larger community that they visit often.
- Human creations show what our society is capable of
doing and completing.
- All this means that young children do need to start looking
at the built community they live in with respect and with the
idea of examining it.

45. Interactions Among Community
Agencies, Families and Schools
•Many community agencies welcome
children’s visits, either with their families or
with school teachers.
•Teachers and other community – service
personnel can help families who reach out.

46. Collaboration Needs to Grow
•Communities and schools can collaborate to
provide concrete experiences to extend
children’s learning but this is not done as
much as possible.

47. Collaboration Needs to Grow
•In community programs, where children
interact with materials, observe events, or see
animals acting in a natural environment,
youngsters usually learn more than they do in
programs where adults demonstrate and
lecture, expecting children to be enraptured
with what they do.

48. In Conclusion
•The community, through natural
phenomena and by the nature of its
organization, offers a stimulating
alternative for teachers who see the
benefits for the children they work with.

49. Thank You, Namaste!