Robert T Final Copy Organizing a Positive Learning Environment for Children A positive learning environment for children begins at home. Everyone has a role to play in keeping a positive environment for children but the most important people are the parents. Starting children early with a positive learning environment can be a big factor in their lives. Organizing a positive learning for children will teach them how to become successful students in school. Everything that is done at home, by the parents, can be taken to school and used to promote learning for their child.
Establish constructive relationships with parents/carers. Ensure you give regular feedback to teachers on children's achievement, progress, problems etc. promote good behaviour, dealing appropriately with conflict and incidents in line with policy and procedures and encourage children to take responsibility for there own behaviour. Accompanying the children on school trips and out of school activities as required Provide clerical/admin support such as photocopying, typing, filing, money etc. Undertake children's record keeping as requested.
Staffings are meetings held with parents and others who are providing services to the family to develop or review the case plan. At the first staffings the permanent case plan is developed. It includes specific details about case objectives, services that will be provided, who will be responsible for providing them and how long they will continue. Parents are encouraged and expected to be involved in this planning process. Staffing also provide an opportunity for all participants to discuss progress, exchange ideas and suggestions, and to work together cooperatively to resolve family problems.
Similarly, research shows that consumer outcomes improve if families receive information and support (Dixon et al., 2001). For this reason, a number of family psychoeducation programs have been developed over the past two decades. The FPE model includes effective ingredients such as education about serious mental illnesses; information resources, especially during periods of crises; skills training and ongoing guidance about managing mental illnesses; problem-solving; and social and emotional support. Phases of Family Psychoeducation FPE services are provided in three phases, the Joining sessions; an educational workshop; and ongoing FPE sessions. In the joining sessions staffs meet with consumers and their respective family members in introductory meetings.
Nurturing stage: Birth to 18-24 Months or Autonomy- The major task at this stage is forming bonds of attachment with the baby. Parents attempt to meet the needs of the baby and balance this with other responsibilities involving spouse, jobs, and friends. Authoritative stage: Two to four or five years- Parents nurture, guide, and discipline their child. Parents evaluate their effectiveness in establishing limits, communicating and enforcing rules, and allowing enough freedom for each child to grow and develop. Interpretive Stage: Preschool Years through Adolescence- Parents teach their child about life and help him or her interpret the actions of others such as their teachers and peers.
Transitioning to General Education Classrooms Some of the things that can make transitioning to inclusion successful include collaborating with the new teacher and identifying skills and information about the student to the new teacher (Salend, 2007). Lillie &Vakil (2002) note that students would have an effective inclusive program when the general educators work with the intervention specialists and special educators, families, and other professionals. Some of the things that are essential for transitions are meeting with the family and discussing the goals, objectives, timelines for transition, and how to handle unforeseen barriers in the process (Lillie &Vakil, 2002). One of the things to notice for the transition process to succeed is having the family in focus when making decisions regarding their
Schools have implemented IEPs and RtIs to assure parents that their children are receiving adequate attention in their schooling. On a county and state lever, school boards are assigning, trained individuals to oversee and assist general educators in improving their methods of reconstructing their curriculum, on a nation-wide level, the
The Head Start Program has several centers around the Harris County area (16 centers total). The program helps low-income families. It also supports and promotes strong families through parent participation and training. Teachers encourage parents daily to volunteer in their child’s classroom, or call to check on their child anytime. Parents are welcome to participate in educational activities in the program and in Policy Council meetings.
The importance of partnership with parents During the course of this essay I will discuss how parents’ involvement in my setting can be reflected into my workshop plan, and how this should include aspects of parental feedback on daily activities. I will also reflect on the how I engage with parents of children under my care as an early year’s practitioner in accordance with Early Years Foundation Stage (EYFS, 2012). As an early year’s practitioner, I provide a welcoming and accepting environment for children and their families (DCSF, 2008) where the display of successful communication with parents is essential to further support the development of children. The importance of parental role in their child’s learning was recently highlighted by the department for education (2012a), which stated that ‘informing’, ‘reporting ’ and `discussing’ children’s progress with parents and the next step of their child development is of key importance in a child’s learning process. This point has been supported by evidence derived from numerous publications, which suggest that parents generally know their child the best, and are the main educator in the child’s life (Essa, 2007).
‘Getting communication with parents in early years settings right, is one of the most important aspects of working with young children. If it is done well, then children, their families and the organisation will flourish. Researchers found that the most effective settings, shared child-related information between parents and practitioners, often involving parents in decisions about their child's learning’. Early Years Update (2006, page no.). It is crucial to have good communication as it is used everyday in the Early Years Setting to convey information, receive important information, instruct, persuade, request, teach, develop and much more.