Lincoln Elementary

parent involvement
By: Alexandria Franklin

Introduction
The period of development that this
presentation is based on is the age group is
pre-k through 6th grade.

Child Development Professional

serve diverse young children who vary widely in terms of their abilities,
race, ethnicity, socio-economic status, culture, and language
actively engage in learning experiences that lead to the acquisitition of
professional knowledge, skills, and dispositions and the application of this
knowledge in practice
The roles of providers in professional development are to organize and facilitate
learning experiences that respond directly to problems in practice.
(http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/pd/fsd/All
%20Staff/NDPCI-CoP_ProfessionalDevelopment_02-13-08.pdf)

Mesosystem

The Mesosystem refers to those situations or events in which two Microsystems come together in some
respect.The people or activities from individual Microsystems interact to form a new experience for the child.
Mesosystems, like Microsystems, can be long term and recurrentlike family gatherings on holidays. They
canalso be solitary or one-time occurrencessuch as a school field trip. (

Mesosystems are very important to a childs development and can be complicated in their effect on the child. I like
to think of a Mesosystem as an opportunity to build a bridge between two settings in the childs life that might
otherwise be unrelated. For instance, if a child grows up in a home in which there is a particular value system
expectations for behavior, discipline style, etc., and goes to school in a classroom with a slightly different set of
expectations and discipline style, the child must cope with that transition independently every day.

The mesosystem is the second level of Bronfenbrenner's ecological systems theory. The mesosystem consists of
interactions between two microsystems. Like microsystems, mesosystems affect the child directly.

(http://www.vvc.edu/academic/child_development/droege/ht/course2/faculty/lecture/cd6lectmicro.html)

Epsteins Types of Involvement

The framework of six types of involvement helps educators develop more comprehensive programs of school-familycommunity partnerships.
Each type of involvement includes many different practices of partnership. Each type has particular
challenges that must be met in order to involve all families, and each type requires redefinitions of some basic principles
of involvement. Finally, each type leads to different results for students, families, and teachers.

(http://www.csos.jhu.edu/p2000/sixtypes.htm)

Epsteins Involvement

COMMUNICATING: Communicate with families about school programs and student progress through effective schoolto-home and home-to-school communications.

The idea the school and community could implement to make sure that the children ae getting the help they need is by having
parent meetings, having talks at drop off and pick up to ensure that the parents know whats going on with their child.
Different communications like sending a communication folder home. Also using avenues like email,text messaging.

References

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/pd/fsd/All%20Staff/NDPC
I-CoP_ProfessionalDevelopment_02-13-08.pdf
http://www.csos.jhu.edu/p2000/sixtypes.htm)
(http://www.vvc.edu/academic/child_development/droege/ht/course2/faculty/lecture/cd6lectmicro.html)