Answer To: SUBJECT CODE: EDEC110 SUBJECT: THE YOUNG CHILD FAMILY AND COMMUNITY PATNERSHIP. (BACHELORS IN EARLY...
Kuldeep answered on Sep 27 2021
Running Head: Learning
Learning
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Contents
Introduction 3
Main Body 3
Stories from the Field 7
Welcoming All Families 7
Focusing on Achievement 8
Collaborating with the Community 9
Conclusion 10
References 11
Introduction
Partnerships in education build bridges among families, schools and communities. As children interact with their families, immediate communities, as well as related people, things and places, they widen their horizons and expand the attitudes, knowledge, and skills needed to become efficient citizens. To provide the better education, schools should cooperate with communities and families. A true partnership is depends on joint respect. Teachers respect as well as value the information and opinions of parents about their kids. Parents value and respect the teacher’s understanding and insights into the learning process, or know the children’s educational requirements. In the partnership between school, community, and family, all members of community identify the changes in family requirements in order to raise children in an environment that provides learning, safe, and healthy situations.
Main Body
Educators with cultural backgrounds recognize the diversity of the community and include all family teams. This will eventually affect the well-being of the entire child and family (Burke & Goldman, 2015). "By providing diversified educational service, community education can help meet the diverse learning requirements of the community residents. Classroom guidance of various skills can help meet the requirements of businesses and industries (Cheney et al., 2016). Childcare services for preschool moreover school-age childrens are Help for parents who cannot have enough money or cannot access personal services (Davis, 2018). Programs that meet the requirements of adult, who want to acquire new skills, get better available skills, and just want to continue learning, can help communities become learning communities. By leveraging the wealth of any community Professional knowledge and community education help bring the concept of “everyone learns, everyone teaches” closer to reality (Goldin et al., 2013). • Large families who have lived in the same family or close relatives for several generations’ family.
Acknowledge the diverse family structure, environment and responsibilities, including differences that may hinder parental participation (Miller, 2019). The person responsible for the child may not be the child’s biological parent, and the policy and plan should include the participation of all people interested in the child’s educational progress (Reed, 2017). Parents, family and community members may play specific roles when participating in children’s education, such as volunteering in the classroom (see Typology of Epstein and Connors, 1993). The literature review reveals that the three overall roles are between parents and Created in the development and implementation of the community participation plan (Snart, 2017). In the relationship between classrooms, schools, and school districts, each role is implemented very differently:
· The home best reflects parents as the main resource for children’s education. Family learning is one or more activities that family members and parents might participate in to help their children achieve academic success (Sánchez, 2010). This partnership among parents or family members as well as the school might have the better impact on attainment.
· Through on-site school reorganization, promote parents moreover community members as advocates and supporters of children's education. The focus of restructuring the school to establish parent and community partnerships with the school is the organizational structure (Trail Ross, 2012).
· Community members and Parents, as applicants in all children’s education, have a broader perspective in partnership among the school and the people they serve (Burke & Goldman, 2015). The scope of these roles is not limited to the direct impact of a single child, but also includes the impact on all children in the region (Trail Ross, 2012).
A family-center perspective is critical to the achievement of family-school-community partnerships. The significance of concerning parents in the education of their children cannot be underestimated (Burke & Goldman, 2015). Teachers should remember that the parents are the children's first teachers, as well as the cooperative relationship between family and school is beneficial to teachers, families and children. The different language, ethnic and cultural aspects of all communities, or its urban or rural nature, provides challenges and opportunities for building receptive partnerships. Administrators and teachers shall not express unwilling care for insufficient parental...