Family and teacher involvement is a necessary factor when it comes to the growth of children. As noted in the article, “What Does it Mean to Educate the Whole Child,” “collaboration occurs in and outside of schools between teachers and parents, among teachers in different schools, among teachers and related services personnel (e.g., speech therapist, audiologist, counselor, psychologist, reading specialist), and among teachers and community agency personnel” (What Does it Mean, n.d., p. 14). When families and key stakeholders within the school system collaborate together it assist with the barriers of a child 's learning progression. Collaboration helps by providing the support the children need for their intellectual, social, emotional, …show more content…
Positive collaborative relationships with families, promotes emotional growth by providing the support children need to deal with emotions and feelings. A child first learns about emotions from their parents at birth. Odle (2013), states that a child may smile to express emotions as early as six weeks of age, but it is not until about age 6 months that a smile can be considered more emotional and social in nature (para. 3). Emotional development starts at home. When a child shows emotions, that is their way of communicating with the world. Collaborating together to provide a nurturing and safe environment is essential for the safety and care of the child, and it helps the child develop trust for their parents, teachers, and …show more content…
Parents are the key stakeholders that are essential for providing a fostering and engaging environment for their children. According to me, they are the support system the children need before any type of schooling takes place. They must be a willing participant in the growth of their children, so the transition will not be as difficult when they begin school. Ultimately, as they get older and begin school, the responsibility is shared between parents and the key stakeholders within the school system. According to the article, “Building Parent-Teacher Relationships,” positive engagement between the school and parents influences positive behavior and action from the parents to become more involved in their child 's education (American Federation, 2007). When parents are involved, it demonstrates makes the workload easier for teachers if they have the dedication and support coming from parents (American Foundation et al., 2007). When positive communication disseminate between everyone, the focus is on the child and what is best for their
Personal, social and emotional developments (PSED) are acknowledged as one of the starting point of accomplishment in life. PSED is about the whole child, how they are developing now, what they can do to reach their goals but also contribute to their community and how children perceive their identity and ability, understand their relation to the others in the society and apprehend their own and others’ feelings. PSED are a part of children’s development where they will be able to communicate effectively and be able to develop positive behavior among themselves and to others. According to the Early Years Foundation Stage (EYFS), PSED is consists of three aspects which are self-confidence and self-awareness, managing feelings and behavior and making relationships (DfE, 2012). In this essay, I will discuss the factors that influence children’s behavior , theories of personal social development and the strategies to develop the positive behavior in children to promote PSED, transition and inclusion.
In this essay I am going to show my understanding of a child's early emotional development based on the psychoanalytical view of child development. I will show how emotional skills gained in the early years can be of a significant relevance to later life. I will show my understanding by illustrating it with the clinical material. Although I am focusing on the psychoanalytical approach to child development I believe that it is beneficial to present also some general background knowledge of child development.
Effective partnerships between families and school emerge from a mutual trust, respect and understanding of each other’s values and goals. By maintaining such partnerships, we create a healthy environment for children to develop. All families have something unique to offer and educators need to recognize this and make the most of it by incorporating all families into the school community.
The ideas of this article intrigued me because of the information presented in the beginning paragraphs. This article elaborates upon how important the ability of being able to distinguish between positive and negative emotions is. Through the faces presented in the start of the article, I learned that affective development “generally precedes cognitive and behavioral development, as children experience emotions and react to them long before they are able to verbalize or cope. However, social and emotional competencies do not unfold automatically; rather they are strongly influenced by the child’s early learning environment” (Kramer, Caldarella, Christensen & Shatzer 2010). As an educator, I feel as though this is a pertinent piece of important information. Oftentimes students will view school as their safe-haven, and, with all the struggles that they are facing at home, emotions are let loose in the wrong ways. This social-emotional learning program reportedly help...
According to Early Years Matters (2012), the teaching of Personal, Social and Emotional Development (PSED) in the Early Years Foundation Stage (EYFS) is of great value as it is widely viewed as being one of the building blocks for success in life. PSED supports children’s development by helping them to interact effectively and develop positive attitudes to themselves and others and as an isolated area of the EYFS, PSED comprises of three main strands. The first strand is titled ‘Self Confidence and Self Awareness’ and it encourages children to develop a sense of security that allows them to express themselves freely without fear of being judged. ‘Managing Feelings and Behavior’ is the aspect of PSED that facilitates for children to gain an understanding of their own and also other people’s feelings whilst at the same time ensuring an understanding of the reasoning behind some rules and conventions. Finally, ‘Making Relationships’ encourages children to develop a sense of empathy with their peers in order to understand why they feel as they do. Children seem to be encouraged to take this into account when playing and working in order to give them the best chance of developing friendships and other positive relationships with parents and teachers for example.
It discusses how children are born with that needs to connect with individuals around them. Teachers and providers create positive relationship with children from birth through the early years. The foundation for that healthy social and emotional development because it affects her children see the world, express themselves, manages their emotions, in establishing a positive relationship with others. There were several areas of development that included social interactions that focus on the relationship that we share and include relationship with adults and peers. Emotional awareness recognized and understands your feelings and actions of other people, and self-regulation where you have that ability to express your thoughts, feelings, and behavior in a socially appropriate way. There were many tips that were listed when working with infants from talking and reading, having that warm, responsive, and consistent care, maintaining predictable routines, and getting to know each child while following their lead. The importance of supporting children and developing social skills is critical for learning, happiness, and long-term. This development begins during infancy and can be supported through simple social games, emotional role model, and imitating an infant's facial expression and sounds. The importance of social-emotional development and toddlers makes an impact in a child life when these skills are developed starting in infancy. Encouraging positive behaviors and using positive discipline practices that helped to develop the ability to make good choices as well as recognizing the confidence that is built when these behaviors are repeated. This is a process for young children to learn these behaviors always remembering that a patient response will help especially when the behaviors are
Smiling and laughter would be the two traits that are the most developed throughout this stage. The next stage in emotional development is the later infancy stage; this occurs from the age of seven months until one year old (Cite). Facial expressions, fear, separation anxiety, and socialization from here (cite). Since emotions are a large part of this stage, what children learn from their parents play a larger role than realized; it shows them how to show and express emotions (cite). Toddlerhood is from one year to two years old (cite). Personalities tend to form during this age for many children. A key emotion that is developed throughout this year is empathy; even though it is a general concept as of now, over time it develops more and more in the child’s life (cite). This is the time most parents’ dread throughout their child’s life; starting school. This leads to the next stage which occurs from age three to age six, preschool years. Preschool years are important for children due to the fact that they are starting to learn what emotions are acceptable in front of others (Cite). Actives such as ‘centers’ that occur during preschool often help the development of empathy because the child is being taught how to share among the interaction of others. Middle childhood starts at age seven and lasts until about age eleven. By now the child’s cognitive development is formed which allows to them
Early childhood reveals a distinctive opportunity for the foundation of a healthy development and a time of immense growth and of helplessness. In early childhood, children begin to learn what causes emotions and begin noticing others reactions to these feelings. They begin to learn to manage and control their feelings in self regulation. Emotional self regulation refers to the strategies used to adjust emotions to a contented level so goals can be accomplished. This requires voluntary, effortless management of emotions (Berk, 2007). Promoting young children’s social-emotional development is essential for three interconnected reasons: Positive social-emotional development provides a base for life-long learning; Social skills and emotional self-regulation are integrally related to later academic success in school, Prevention of future social and behavioral difficulties is more effective than later remediation (U.S Department of Health and Human Services). Research on early childhood has highlighted the strength of the first five years of a child’s life on thier social-emotional development. Neg...
A child’s first teacher is his or her mother and father. As a parent, involvement in the education process in the early years includes engaging the child through age appropriate games, regular reading, and simply interacting on a daily basis. A child that is engaged in this way are set up to develop into students who succeed academically. Once that child attends school, parental involvement shows that the parent places value on education. Furthermore, “staying connected to the classroom gives you ideas of how to expand what she learns at school,” (Driscoll & Nagel, 2010) thus providing parents with additional tools to implement in the home to continue the teaching process even after the school day has ended.
Research shows that children do better in school when parents talk often with teachers and become involved. Kids whose parents interact with teachers usually get higher grades and test scores, develop positive attitudes about school, and are better behaved. Parents and teachers need to communicate on a regular basis, not just at parent/teacher conferences. But sometimes, a parent doesn’t know just how to go about getting involved or how to make that positive connection with the teacher and/or school.
Parent involvement is one of the most influential aspects of student motivation. The parents are the initial teachers of the child before the child goes to school and encounters education through a teacher. If a parent is completely engaged in the learning process with a child, there can be growth between the child and the parent simultaneously. The parents set an example for the child, so that the child understands that help is in the classroom and at home. Alma Wright, a first and second grade teacher, believes that parents in the classroom are a good way to stimulate children. She says, “Their active participation is a positive influence. The school is open for parents to share their talents and motivate their children” (Drew, Olds, and Olds, 1974, p. 71).
A lot of children have two main educators in their life; their parents and their teachers. Parents are their first educators, the majority of what a child learns in the first few years of their life is taught by their parents. It is only when the child starts to attend an early years setting that they start to learn from another educator. Both parents and teachers continue being a major influence on their children's learning all throughout school and for the rest of their lives. The parents and the child's school both have important roles to play in the child's education and should therefore work together as a team. Parents can get involved in many different ways such as; getting involved with the school itself by helping in the classroom or supervising lunch and break times, or for those parents who work in the day and cannot find the time to help at the school they can get involved by; reading to their child at home, assisting with homework and other learning activities, teaching them songs or nursery rhymes and letting them help with everyday tasks like cooking, baking and chores. This can be categorised as: Involvement of parents in the school life or involvement of parents in supporting the individual child at home.
Parent involvement affects all aspects of a child’s education. Parents must be involved as teachers, learners, supporters, and advocates of their child’s learning (Hopkings). Studies show that kids who know that their parents are involved and interested tend to take more responsibility for their own learning and behavior. Schoolwork and grades improve. Work habits improve. Less work is handed in late. Fewer referrals for behavior problems are made. Attendance increases, and fewer kids show up late for class (Hopkings). With all this information documented it shows the true importance of parent involvement in education. The more involved the parents are, the better off each child will be. So when you become a parent, get involved in your child’s education!
Parental involvement promotes the social growth of a child. Children whose parents are involved in their education have many advantages. They have better grades, test scores, long-term academic achievement, attitudes and behavior than those with disinterested mothers and fathers (Gestwicki, 2001). Parents becoming involved in their child's schooling creates extra sources of social constraint to influence the child's behavior (McNeal, 2001). For example, parents talking to their children and becoming involved in the school conveys a message to the child of education being important. Parents should be talking with your children's teacher and letting her know about your family. The more she knows about your child, the better she will be able to connect with your child.
In the reading it brings up how most parents are only contacted by the school when it is something bad. This is not how it should be. Teachers should be sending home good news notes to the parents praising the students for their hard work in the class. Schools also need to be welcoming to the families and provide workshops to assist in the parent’s knowledge to allow them to help their children with their schoolwork. Having the parents involved and aware of the things that are going on in the classroom and the school are great ways to build that relationship and to enhance the student’s academic achievement and