Section I (Standard 1b):
Sara is five years old and her family consists of her mom, dad and a younger sister that is two years old. I chose this child from this particular family because I wanted to really see what it’s like in a family that is unfamiliar with the typical “American” way of life since they have moved from Iran. They moved to America when she was just a year old, so though America is not her parent’s original hometown, it is now hers and will be raised as an American. Sara has very strong and distinct personality and characteristics. On a social level, she is a very friendly child who is always smiling. She is very respectful to not only her parents but to her little sister as well, which carries onto her classroom environment and her parents say that she is the same way with her classmates. She has developed a great sense of confidence in their ability to perform at school and with peers and it shows through activities such as the school talent show or in her music class. She takes piano lessons and also attends a Sunday school weekly for a Persian Society where she takes classes to learn the Persian language and writing. She also loves to play soccer with her classmates during her outdoors recess time. She has reached the middle childhood milestone of her life. A lot is changing for her and other children at her age because they are gaining their sense of who they are. This is the time their personalities and actions are developing. These characteristics would fall under the 2nd, 3rd and 4th domains of the Benchmarks. The second one is Social and Emotional Development, the third one is the Approaches Toward Learning and the fourth one is Cognition and General Knowledge. Good physical health gives children energy, stamina, and endurance to participate, which is why soccer really benefits Sara. Physical activities are a great way to get children to be able to participate in group activities and complete the necessary tasks for the learning process. I really think she is an outgoing child and her parents are to thank for that. They really show an exemplary example of encouragement and determination in the parenting field. They explained to me how they went to classes to learn English so that they could raise their children properly and make sure their children do not feel like outcasts in this new country they have moved to.
Section II (Standard 2a): * Microsystems – She lives in a home with both of her parents and a younger little sister. Her family participates in neighborhood activities. Children in her community get together once a month to play soccer or swim in the neighborhood community pool. This is great for her because she gets to interact with other children and engage in competitive sports, which teach her the meaning of fairness and teamwork. She has parents who are respectful to her and she has grown up in a caring and family-oriented environment that affects her upbringing making her a very “peaceful” child. She has an exemplary teacher, which is beneficial to her because she is learning from good examples. Sara is in kindergarten at an elementary school. Her teacher encourages physical development will impacts developmental skills. Providing ample outdoor playtime will permit the child to develop gross motor skills. The teacher’s common use of indoor arts and crafts are also a great way of promoting fine motor skills. * Mesosystems – Sara’s parents had a birthday party for her and invited all of her cousins and friends. This party would combine Sara's family microsystem with her peer microsystem. This situation could have a positive effect on Sara’s development due to the fact that the microsystems are working together. The positive involvement of a parent or external activities such as sports days can play a very positive role in the child's overall growth. Sara’s teachers have an active role in her school by setting up parent-teacher conferences and watching their child's soccer games, which is what help ensure the child's overall growth. * Exosystems – Her mother just finished school to become a Nurse and just got her first job. This is great for Sara because now she has two working parents instead of just her father. Her parents were very happy about this because they feel like they will be able to provide a better future for their children and are much more comfortable with being able to support their future than they were before. * Macrosystems – Sara’s parents are strong Muslims of Iranian decent, which is Sara’s influence into following Islam, and her parents were influenced by their parents, who would have been influenced by the Islamic vales and customs passed on through the family’s generations. Her parents both hold college degrees and are of middle class in our society.
Section III (Standard 2b):
One of the main things that I respect about this family is their ability to adapt to the language. Though Sara’s parents sometimes struggle with pronunciation or their words, they are still bilingual. Sara’s diversity and background really benefits her in the sense that she is capable of adjusting to different environments and she is more open to different people and cultures. Her parents are very involved in Sara’s daily activities and always try to do their best to keep tabs on her development within her classroom environment. A family that is close and connected with each other is a family that will grow together. A happy family provides for a happy child and student. If I were Sara’s teacher, I think I in particular would be able to have a great connection with them on the basis of coming from a family that has migrated from a foreign country. I understand the hardships that parents face when coming somewhere new and putting their trust into a strangers hands to look after their children. I understand cultural differences and worries that families may have that a typical American family wouldn’t understand. I will make my best efforts to always be available to parents during pick up and drop off times, because these times are perfect ways to interact with my student’s parents on a more personal level. I would also make it a point to try to ask parents about their children so that I can learn about my students. When a parent knows that their teacher cares it gives them a sense of comfort. I want to be able to understand each and every one of my students so I can help them.
Section IV (Standard 2c):
I think it’s very important to always make it a point to encourage parents to share information about significant events in their families. If parent’s really want to be involved in not only their child’s classroom environment, then they can consider participating in parent committees in your program. In order to be able to develop successful relationships with families, the school staff must make sure to construct a school environment that welcomes parents and encourages them to ask questions and voice their concerns and be able to participate fittingly in decision making.
Communication is most important to me when it comes to a child, their education and a parent’s involvement. I would plan strategies that acclimate the different language, lifestyle and cultural needs as well as work schedules of school staff and families. Even the most organized of schools will fail if the participants cannot connect with each other well. It has been suggested that after-school, multi-family groups can increase parental involvement and, in turn, help to improve attainment outcomes for disadvantaged children (Goodall & Vorhaus, 2011, pg. 67). I can provide parent’s weekly progress reports to be able to see where their child needs improvement and be able to assist their child overcome any obstacles or to even show off good work.
One way I can hear what parents have to say without them feeling pressured is to ask them to complete a short questionnaire. Parents are the most helpful source of information when it comes to their own children. They can bring special interests and talents to share with the entire school community. I would ask parents to fill out the questionnaire on the first day of school or invite them to take it home and return it at a later date and most likely make the forms available to parents through out the year by leaving the forms in an area of the classroom for parents to have access. Another great way that I would show off my students to their parents is by having pictures of the children involved in different activities in a photo album or displayed around the room. This can be a wonderful way to involve parents and show them what their children do in a more visual way when they visit the classroom. Every family provides for a learning environment, regardless of a person or family’s salary, cultural background, social status, etc. Every family has the opportunity to be able to encourage and improve the academic success and accomplishments of their children. Children are much more likely to do well as well as be motivated to do so when parents noticeably hold high expectations for their children and urge them to work hard.

Works Cited

Goodall, J., & Vorhaus, J. (2011). Review of best practice in parental engagement. United Kingdom: Department of Education. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/182508/DFE-RR156.pdf