...for the degree of Master of Education Strayer University Washington, D.C. June 19, 2011 Chapter One: Introduction I. Topic Selected: As a teacher, one of my passions is to make sure that all of my students are able to learn and understand what is being taught to them. Sometimes this process is hindered when the only learning for some students goes on at school. I am a strong believer that students need assistance when they get home from school, so I decided to research on how parental involvement can affect student achievement. II. Description of Topic: Parental involvement plays an important part in a child’s life, not only during the early years, but throughout the school years as well. Parents who play an active role in the education of their child will have greater opportunities to motivate their children to behave more and strive for greatness. Self- esteem may rise as a result of positive reinforcement. An involved parent will also know when his child is misbehaving and be able to correct the problem before it gets out of hand and becomes a regular habit. With proper parental involvement, a child is less likely to feel the need to lash out and misbehave for much needed attention; they'll already be getting the attention in a much healthier way. Parental involvement also gives the student extra practice on the skills learned at school and makes them better students academically. Students whose parents are involved in their education are more than likely to have...
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...Preschool education is a hot topic among parents and early childhood educators today. If you are the parent of a preschooler (or younger child) you need to ask yourself why you should care about preschool learning. There are three key reasons why you should not only concern yourself with your child's preschool education but become actively involved in it as well. First, you must remember that preschool education is the foundation for your child's education. The skills and knowledge (not to mention aptitude and attitude) that your child develops in the preschool years will have a dramatic impact on your child's success when formal schooling begins as well as life success. Today we expect children to know more by the time they start kindergarten. While previous generations learned basics like color identification and the alphabet in school, today's children are expected to possess these basic skills by the time they start kindergarten. Another reason to care about your child's preschool education is that by actively promoting and encouraging your child's preschool learning you will promote his or her self esteem as well. Help your child gain confidence by making learning fun and easy at this age and you will help make your child an eager lifelong learner. Finally, preschool education is important because it can give your child the edge in a competitive world and education climate. While children who do not receive the fundamentals during their preschool years will be taught...
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...In the first two years, a child’s main Influences derive from his or her immediate environment. This system includes influences from parents, siblings, immediate family, caregivers, close family friends, and the limited exposure outside the home environment. As a child progresses from infancy to young childhood, his or her environment expands to include the child’s ecosystem (community, schools, church, and neighbors). Slowly through life, new influences add to the child’s history, but the most influential during these two stages are the family and early education. The main contextual influences in infancy and early childhood include parents, siblings, grandparents, and often surrogates (nannies, foster parents, adopted parents, and routine caretakers). These individual’s influence language, socialization, emotional development, temperament, attachments, and they provide the first cultural context. The family is the foundation for psychosocial, cognitive, and biosocial development. An infant is completely dependent on the parent, caretaker, or surrogate. Early experiences that mold psychosocial and cognitive development are dependent on socialization within the child’s family. A newborn quickly learns to associate a mother’s smell to comfort and nourishment. A few months later, a child delights in the faces of his or her family. Gradually, the child will begin to sort through the speech stream and learn the language spoken by his or her parents. Arranz, Oliva...
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...Running head: Analyzing Brain Research Influence Analyzing Brain Research Influence Kouyate, Kelly EDU5001-8 Northcentral University November 25, 2014 The first few years of a child’s life are very crucial. It’s a time that a child’s brain functions are developing. That is from conception to at least five years of age. There are many important factors that assist with the development of the brain such as: genetics, nutrition, physical interactions and the emotional interactions between parent and child. The brain is comprised of three main structures the brain stem, cerebrum and the cerebral cortex. The cerebral cortex is divided into four different lobes and made up of neurons. The frontal, temporal, parietal and occipital lobes control various parts of the cognitive function. Your fine and gross motor skills, vision and memory are controlled by the various functions of the brain. During this time of a child’s brain development many things are happening to the function of the body. This is why children are capable of learning so much in their early years because their brain is functioning at a rapid and active pace. That is why when I child enters this world the learning process for them begins. How a child is treated and nurtured at the beginning of conception can play a role in the development of the brain functions and can cause a lasting effect on a child through adulthood...
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...development, language, and attitudes and values. Cultural deprivation theorists argue that intellectual development plays a big part in the educational failure of the lower classes. Due to cost constraints, working-class parents are unlikely to buy educational toys which would stimulate their child’s mind, and intellectual development. This stimulation of the mind is vital for when a child begins their educational journey, as many middle-class mothers would say. J.W.B Douglas found that working-class children tend to score less on tests of ability than middle-class students because working-class parents are less likely to support their child’s intellectual development – even by simply reading to them. Bernstein and Young also found that middle-class mothers are more likely to buy toys which encourage thinking and reasoning – skills which are needed for educational success. However, although intellectual development may seem like a major aspect of an individual’s life which could affect their educational achievement, it is more likely to affect the start of the educational journey rather than the entire experience - school can teach and encourage the skills the child needs. Another aspect of a child’s primary socialisation which can cause an individual to under-achieve is language. Basil Bernstein identifies the differences...
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...of early Years child development in the contexts of providing support in an appropriate child care setting. The early years of a child’s life are the most important in terms of their general well-being, their emotional and social development, and their physical, intellectual and emotional growth. Bruce and Meggitt, (1999) claim that children learn more in the first five years than in the whole of their lives, thus supporting the importance of good quality early intervention in a child’s learning and development. As children grow and develop in a myriad of ways there are several theories of child development, each suggesting that children develop in a similar way, yet each also stresses that different parts of development are of primary importance. Maslow (1970) cited in Hartley-Brewer (1998) believes that children cannot learn and develop until their basic needs are met such as food, warmth and security. When these are met then a child must feel safe and secure before they can learn which according to Maslow (1970) is high up the ladder of needs before they reach the top which is self-actualisation. Geraghty (1988) suggests “love, security, consistency and continuous affection, and opportunities for independence lead to a positive self-image” (p.104) As a Sure Start practitioner I agree with Bruner (1993) who states that “parents are a child’s first educator” (p.206) and I will often discuss with the parents the development of their child. This often occurs in unpredictable...
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...New Castle County Head Start, Inc. Administrative Office 256 Chapman Rd., Suite 103 Newark, DE 19702 452-1500 Absalom Jones Center 999-8480 Manor Park Center Bear Center 832-2212 Marshallton Claymont Center 792-9065 Newark Center Lambson Center 655-5070 Rose Hill Center TOPIC Phone Numbers and Index Organizational Chart Mission – Vision – Goals Bad Weather Bus Stops State of Emergency Hours of Operation Clothing Services Offered CACFP Curriculum The Pyramid Model DECA Assessment Literacy Program Language Policy Developmental Screenings Disability Plans COPA Software Parent School Funding Volunteer Opportunities Policy Support Statement Arrival/Dismissal Procedure Release of Child from Center Child Abuse/Neglect Attendance Regulations Bus Policies Name Tags I.D. Numbers 328-9454 225-3790 224-3529 654-9995 TOPIC Emergency Cards Behavior Returned Child to Center Designated Stops Important Information Person Under Intoxicating Substances Bus Problems or Concerns Transportation Requirements Process for Pedestrian Safety Communication with Staff Concerns Field Trips and Events Field Trip Volunteer Guidelines Statement on Holiday Celebrations Nutrition Serious Disruptive Behavior Policy Administration of Medication General Child Health Procedures Infection Control Procedures When Child Should Return After Being Illness Emergency Procedures Head Lice Policy Immunization Policy Licensing Community Resource Directory ...
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...keep their asthmatic children home from school. However, with proper planning the child could be in the classroom learning and being part of the school community. Family care givers play an important role in helping children and youth with successful asthma control and management at school. * Be sure your child sees a doctor on a regular basis. * Keep asthma medications up to date. * Be certain your child knows how to administer control and emergency medications or who to ask for help when they need it. * Send your child to school healthy! Remove asthma triggers from your home. * Try to keep your home as free as possible of dust, scented items, animal dander, strong cleaning products and other chemicals. * Quit smoking! Even if you smoke outside, smoke remains on your clothing and can be a trigger for asthma. Communicating with Your Child's School Meet with your child’s teacher, the school nurse, and other responsible staff at the start of every school year. Make certain everyone understands your child’s health care needs as discussed with their doctor. * Share the history of your child’s asthma. * Provide contact information for your child’s doctor. * Have your child’s Asthma Action Plan on file in your child’s school. * Review your child’s Asthma Action Plan with the teacher and the school nurse. * For younger children, be sure a responsible adult knows how to administer your child’s control and emergency medications...
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...Children Underachieve Because They Are Culturally Deprived There are many cultural deficiencies often associated with a child’s potential and achievement in education. Cultural deprivation is a theory that many working-class children are inadequately socialised from a young age, and therefore lack the “correct” culture appropriate for a successful education. Cultural deprivation theorists agree that humans acquire basic attitudes and values needed for education through primary socialisation in the family. However, many working class families do this inadequately, therefore their children become culturally deprived. There are three main aspects of cultural deprivation: intellectual development- which refers to the development of thinking and reasoning skills eg solving problems. Traditional Marxists believe that working class families lack educational books and toys that stimulate a child’s intellectual development, as they cannot afford them. Therefore children start school without the skills allowing them to progress. Douglas found that working class children scored lower than middle class children in intellectual tests. Bernstein and Douglas found that middle class mothers are more likely to buy educational toys to encourage their child’s learning from an early age; to assist the development of their thinking and reasoning skills, thus giving them a steady start and more likely to lead to educational success. Engelmen and Bereiter claim that language used by working-class...
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...children: An Introduction to Early Childhood Education Darlene Newcomb April 15, 2013 Interview of an Early Childhood Teacher Today is April 5, 2013 at Inca Head Start with patsy Beasley. Patsy has agreed to take time out of her busy schedule to help us understand her thoughts and outlooks of her job as a three year old teacher. Patsy started her career in early childhood education about forty one years ago. She has been with her present job about fifteen years. She taught in Stockton California for about twenty six years before her family moved to Oklahoma. She has been in early education since 1972 and requirements were a high school diploma and an early childhood certificate. She later received her associate’s degree while she still lived in California. Soon after moving to Oklahoma she started working for Inca Head Start and in the last several years there were talk about all early education teachers would need to have a bachelor’s degree. She once again went back to college and attained here bachelor’s degree in early childhood education. There are several competences that are necessary to work as a teacher for Inca Head Start. I as a teacher am responsible for planning all classroom activities and overseeing other staff in my room. I am responsible for teaching age appropriate learning skills according to the individual child’s abilities. I am to encourage and assist parents in becoming involved with their child's education and all other duties that insure compliance...
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...benefit the whole school community. I wanted to focus on this issue of parental involvement. The further research that I have handle involves the concrete ways that a parent can have on their child’s achievement. Although most of the...
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...Development Cynthia Miranda PSY 375 July 2, 2012 Dr. Aneta Bhojwani Infancy and Early Childhood Development Every human being begins developing in one way or another, from the moment they come into this world. Development and all its aspects begin in infancy and continue throughout one’s entire lifetime. It is a common belief that infants and young children are influenced by the environment that surrounds them. Cognitive and social aspects of development are shaped and molded at an early age, as well as language, speech, perception, and motor skills. A young child’s life is influenced by parents and family members, which is why they have a significant impact on the child’s development. When a child is old enough to attend school, he or she will also begin to adapt to the atmosphere of the school they are attending and to educational environment in that school; this will in turn affect the child’s cognitive development and social skills. Family Influences When a baby is first born, his or her brain begins to go through developmental changes. During the early stages of childhood, experiences can be split into two categories, experience-expectant and experience-dependent. Expectant experiences are those experiences that are common and somewhat universal experiences, and that most infants go through. Some of these experiences can be, but are not limited to, love from parents or families, perception of surrounding objects, and recognizing facial expressions (Berger...
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...Infancy Anna Parks PSY/375 7-21-14 Dr. Luster Infancy Every human being begins developing in one way or another, from the moment they come into this world. Development and all its aspects begin in infancy and continue throughout one’s entire lifetime. It is a common belief that infants and young children are influenced by the environment that surrounds them. Cognitive and social aspects of development are shaped and molded at an early age, as well as language, speech, perception, and motor skills. A young child’s life is influenced by parents and family members, which is why they have a significant impact on the child’s development. When a child is old enough to attend school, he or she will also begin to adapt to the atmosphere of the school they are attending and to educational environment in that school; this will in turn affect the child’s cognitive development and social skills. When a baby is first born, his or her brain begins to go through developmental changes. During the early stages of childhood, experiences can be split into two categories, experience-expectant and experience-dependent. Expectant experiences are those experiences that are common and somewhat universal experiences, and that most infants go through. Some of these experiences can be, but are not limited to, love from parents or families, perception of surrounding objects, and recognizing facial expressions (Berger, 2008). Dependent experiences are less universal and are more individualized, and...
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... solving problems and using ideas and concepts. Working-class homes may not have the books, educational toys, and activities that would stimulate a child’s intellectual development. Children from these homes may start school without the developed intellectual skills needed to progress. Douglas (1964) found that working-class pupils scored lower on ability tests than middle-class pupils. He argues that this is because working-class parents are less likely to support the intellectual development of the child. In support, Bernstein and Young (1967) had similar conclusions. They found that the way mothers think about and choose toys influences on the child’s intellectual development. Middle-class mothers are more likely to choose toys that encourage thinking and reasoning skills to prepare children for school. Bernstein (1957) distinguishes between two types of speech code: restricted, where it has limited vocabulary and is based on short, grammatically incorrect sentences, typically used by the middle class; and elaborated, which has a wider vocabulary and has longer, more complex sentences, typically used by the middle-classes. The elaborated code is the language used by teachers, textbooks, and exams which puts the middle class-pupils at a disadvantage. It is taken as the ‘correct’ way to speak and write and, in Bernstein’s view, it is a more effective tool for the essential skills in education. Working-class pupils, who lack the elaborated code, are likely to...
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...my project I will discuss how the parents are and very well should be there child’s number one roll model starting from the day the parents find out that they are having a child. In my project I will talk about varies ways that the parent can be helped, through different mentor/ activity programs whether government or locally funded to maintain the stability of the children over the years; yet still having the parents remaining at the fore front of the child’s life and continuing to be that roll model. 3. There are many contributing factors that create a juvenile delinquent child, but the best factor from preventing or reducing juvenile delinquency is a child’s parents and their family supporting them in all they are doing, when they are doing the correct things praise them for it, yet when they are doing negative acts you should correct them and let them know they will pay the price of negativity as well. This is mainly achieved through improved family connections and non-violent treatment of children at all social levels. These enable them to understand legal consequences of delinquent behavior and how to avoid them (Mann & Reynolds, 2006). In my research of reducing juvenile delinquency and in my life experiences as a child growing up with my parents has lead me to firmly believe that all good things start at...
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