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Part 1Children’s families play a critical role in their language.docxherbertwilson5999
Part 1
Children’s families play a critical role in their language and literacy development. It is important for early childhood teachers to establish connections with each child’s family unit and parental figures so that the lines of communication and mutual respect are strong (Otto, 2014, p. 382). There are so many different ways to communicate with the families of a new preschooler.
Ms. Shelley: Good morning, I am so excited that we have a new friend playing with us today.
Khloe’s mom: I hope it goes well I am really nervous about how she will do being away from me.
Ms. Shelley: I’m sure it will be a little tough at first but we will all slide right into the routine if we let Khloe see we have positive attitudes about it.
Khloe’s mom: I am trying, is it okay if I call and check on her later today?
Ms. Shelley: well sure you can you have all my numbers don’t you?
Khloe’s mom: yes I do. I also wanted to ask you if she will be doing daily lessons or if they will just play most of the time.
Ms. Shelley: yes mam we do circle time, exercise time, story time and ‘class’ time each day along with a lot of free play. You will be able to follow along with our lessons either by looking at the website or the newsletter that is mailed out. Both will include our weekly themes, words to the finger plays and items needed for crafts. I can also make you a copy of our circle time cd so you can learn the songs and know what Khloe is singing.
Khloe’s mom: oh okay that sounds cool. You know she is going to throw a fit when I leave right? Should I just go while she isn’t looking?
Ms. Shelley: she might be upset for a few minutes but as the general rule they all calm down after about ten minutes or so. And no please don’t sneak out. We need to make sure you tell Khloe every morning that you are leaving and where you are going and when you will be back. It is also very important that if you tell Khloe ok ‘one more kiss’, that is only one more kiss and then you leave, otherwise you might get manipulated into a zillion kisses.
Khloe’s mom: ok well let’s get this over with ……Khloe come here honey mommas going to work.
Part 2
Ethics statement for Broseley Preschool and Daycare
New situations and change can at times be unsettling for all of us. For children it might be their first experience of separation from the parents or care givers at home. It is common for even the most outgoing child to be anxious the first day of school. As a team it is our job to recognize that children need to be supported by teachers, peers, community, family and society. Communications are very important to us. When I accept a new family into the center we like to be sure that we can openly share concerns or questions that arise. If we can work together then your child can feel secure in knowing they have two families who love them very much. We grow to love each child that is in our care and treasure the chance to be a part of their lives. It is important that .
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Out of sight, out of mind? Bringing indigenous parent -- boarding school communication to light
1. Out
of
Sight,
Out
of
Mind?
Bringing
Indigenous
Parent-‐Boarding
School
Communica<on
to
Light
Tessa
Benveniste
PhD
candidate,
Appleton
Ins3tute
(CQUniversity)
CRC-‐REP
-‐
Remote
Educa3on
Systems
Supervisors/co-‐authors:
John
Guenther,
Drew
Dawson,
Sophia
Rainbird
2. Note on use of term ‘parent’ !
I would first like to acknowledge that in many
Aboriginal and Torres Strait Islander
communities, a child may have a number of
caregivers and guardians, these may be
biological parents, aunties and uncles,
grandparents, or other relatives. The use of the
term ‘parent’ throughout this presentation is
therefore not intended to be restricted solely to
biological parents.!
3. Background !!
• Boarding schools are increasingly featuring
in policy and media discussions about
Indigenous education in Australia, e.g.!
!
• NT Indigenous Education Review (Wilson, 2014) !
• The Australian, 17 September, 2012, Boarding
gives kids view outside the box!
• The Australian, March 8, 2012, BP donates $1m
for boarding scheme!
• The Australian, 26 January, 2014, AIEF founder
Andrew Penfold appointed AM!
!
• However, little empirical or qualitative
research to determine actual outcomes or
experiences of boarding for Indigenous
students, families and communities!
!
4. Parent involvement in Education !!
!
• Internationally shown to contribute to improved outcomes
for: !
• Students (attitudes, mental health, behaviour,
attendance, achievement)!
• Teachers (improved relationships with parents,
higher ratings, teacher morale)!
• Schools (improved school programs, better overall
school climate)!
• Parents (increased confidence/satisfaction with
parenting, increased interest in own education)!
!
!
(Christianakis, 2011; Cox, 2005; Froiland & Davison, 2014; Jeynes, 2012) !
5. What is parental involvement ?!
• Younger children !
• Home literacy (reading with child)!
• Cognitive stimulation!
• Counting objects!
• Playing with puzzles !
• Teenage years !
• Checking on grades!
• Helping with homework !
• General !
• Responding to notes from teachers!
• Committee membership !
!
!
!
(Froiland & Davison, 2014; Powell, Son, File, & San Juan, 2010) !
6. What is parental involvement?!
• Other, less visible forms of involvement can also
be occurring, such as:!
• Cooking or volunteering for events behind scenes!
• Getting child up and ready for school!
• Negotiating language barriers !
• Organising child’s travel to school!
!
7. Parent communication !!
Formal communication!
• Written !
• forms!
• permission notes!
• report cards!
• school calendars!
!
• Oral !
• parent-teacher
conferences!
• open days!
Informal contact !
• Casual conversations before/
after school!
• Emails!
• Phone calls!
• Meetings after school!
(Symeou, Roussounidou, & Michaelides, 2012)!
8. So what about boarding? !
In reviewing the literature on parental involvement and
communication with schools, some major questions are raised about
the context of boarding in Australia… !
!
1) What are the barriers to parental involvement in the
context of Australian boarding? !
!
2) Are there further barriers that relate to remote
Aboriginal and Torres Strait Islander families that should
be considered?!
!
3) How can schools and boarding residences begin to
overcome these barriers? !
!
9. !
!
1) What are the barriers to parental
involvement in the context of Australian
boarding? !
11. Barriers to parental involvement in boarding !!
• Depending on the circumstances, parents are often
living far away from their child’s boarding school!
!
• The basic/ traditional ways that parents are involved
with schooling are prohibited/ restricted !
• Homework help!
• Taking child to/ from school!
• Informal conversations with teachers !
• Volunteering for school events!
12. !
!
2) Are there further barriers that relate to remote
Aboriginal and Torres Strait Islander families that
should be considered?!
!
13. Remoteness structure in Australia !
25% of Aboriginal and !
Torres Strait Islander
population!
14. In South Australia alone, extreme diversity between ‘very
remote’ community and urban centre…!
16. School Environment (?)!
• Large!
• Unfamiliar!
!
• Limited visits!
• Own history with
schooling!
(Goldkind & Farmer, 2013; Lea et al., 2011)!
17. Teacher/ boarding staff perceptions!
• Loss of/ no access to opportunities to understand
student background!
• Remote communities likely to be foreign to staff
background/ experiences!
• Travel cost/ time restrictions!
!
• Perception of parental involvement therefore often
based on assumptions or inaccurate representations!
• Frequency of contact with parent!
• Range of parenting styles, can be varied between/ within
cultures!
! ! ! ! !!
! ! ! ! !(McKenna and Millen, 2013) !
18. !
!
3) How can schools and boarding residences
begin to overcome these barriers? !
20. Communication!
• Good communication between schools and
communities!
!
• Cultural responsiveness throughout whole school
environment!
!
• Listening hearing and understanding remote
contexts takes more than a single conversation/visit!
!
!
!
!
!
! ! ! !(Mutch & Collins, 2012; Osborne, 2012; Perso, 2012)!
21. Common Understandings!
• Common understandings and expectations
of:!
• Benefits and challenges of parental engagement!
!
• When and how parents want to/can be involved and
communicate!
!
• Complications of engagement for remote Aboriginal
and Torres Strait Islander families!
!
22. Community!
• Aboriginal or Torres Strait Island education
committee or council!
!
• Empowerment models!
• Neutralise power imbalance!
• Build on children’s home cultures, strengths!
• Families can then assist in shaping school practices and
policies!
• The school itself !
• Must take responsibility!
! ! ! !!
!
! ! ! !(Lea et al. 2011; Perso, 2012)!
23. Other potential strategies? !!
• Mobile and video technologies!
• Regular visits !
• Teachers!
• Boarding staff!
• Regular visits from parents and carers!
• Facilitate where possible?!
• Social media to connect schools and families!
• School exchanges!
!
25. • Need to hear from …!
!
• Parents!
• Boarding !
• Schools !
• Residences !
• Communities!
???!
26. Disclaimer
!
The work reported in this presentation was supported by
funding from the Australian Government Cooperative
Research Centres Program through the Cooperative
Research Centre for Remote Economic Participation
(CRC-REP). The views expressed herein do not
necessarily represent the views of the CRC REP or Ninti
One Limited or its participants. Errors or omissions
remain with the author!
28. References!
• Carreón, G., Drake, C., & Barton, A. C. (2005). The importance of presence: Immigrant
parents' school engagement experiences. Education and Educational Research, 42(3), 465-
498. !
• Christianakis, M. (2011). Parents as "Help Labor": Inner-City Teachers' Narratives of Parent
Involvement. Teacher Education Quarterly, 38(4), 157-178. !
• Froiland, J., & Davison, M. (2014). Parental expectations and school relationships as
contributors to adolescents' positive outcomes. Social Psychology of Education, 17(1), 1-17.
doi: 10.1007/s11218-013-9237-3!
• Goldkind, L., & Farmer, G. L. (2013). The Enduring Influence of School Size and School
Climate on Parents' Engagement in the School Community. School Community Journal, 23(1),
223-244. !
• Lea, T., Wegner, A., McRae-Williams, E., Chenhall, R., & Holmes, C. (2011). Problematising
school space for Indigenous education: teachers’ and parents’ perspectives. Ethnography &
Education, 6(3), 265-280. doi: 10.1080/17457823.2011.610579!
• McKenna, M. K., & Millen, J. (2013). Look! Listen! Learn! Parent Narratives and Grounded
Theory Models of Parent Voice, Presence, and Engagement in K-12 Education. School
Community Journal, 23(1), 9-48. !
• Mutch, C., & Collins, S. (2012). Partners in Learning: Schools' Engagement with Parents,
Families, and Communities in New Zealand. School Community Journal, 22(1), 167-187. !
• Perso, T. (2012). Cultural responsiveness and school education with particular focus on
Australia’s first peoples. Darwin: Menzies School of Health Research, Centre for Child
Development and Education.!
• Symeou, L., Roussounidou, E., & Michaelides, M. (2012). "I Feel Much More Confident Now to
Talk with Parents": An Evaluation of In-Service Training on Teacher-Parent Communication.
School Community Journal, 22(1), 65-87.!
!