How to create and sustain
partnerships with families and
the community and how these
partnerships influence the
learning and development of
children.
Karen Blair
Instructor Pilar Carroll
ECE 497
Pre-K through 6th grade

There’s a lot of development going on at these ages (4-12 years).
-Children usually master the semantics and grammar by age 12
-Children grow a foot or more, and gain around 30 plus pounds
-They learn the concept of water displacement
- They understand the dynamics of friendships and start liking others in
a sexual way
Marotz and Allen, 2013)
My role as a child development
professional
As a teacher, I am able to
individualize each child and teach
them however they learn. I am
someone they can look up to and
confide in. I am there to help them
if a problem arises, and guide them
to find the answer. I am there to
support them, and build their
confidence.
How to create and sustain partnerships with families and the
community and how these partnerships influence the
learning and development of children
Children may not always want their parents around, especially at school or community functions.
However, when a child has a parent volunteer at either of these places, it benefits them in the long
run. A recent study found that when parents participate in the school and community programs, the
children’s attendance was better and they had less behavior problems (Griffin, 2010).
Some ways to be included in your child’s school and community are:
-Attend open house
-Volunteer at sporting events (concession stand)
-Volunteer in the community (after school
-Be apart of the PTA
activities, summer camps, church)
-Homeless Shelters
-Big Brother, Big sister program
-Soup kitchen
Bronfenbrenner’s Ecological Theory
Mesosystem
(Bronfenbrenner’s Ecological Theory)
The Mesosystem is where a person’s microsystem, exosystem and macrosystem all combine and
effect the individual. Everything in these systems can effect the way a child thinks, grows and
develops. For example, If a child is being bullied at school, he/she is more likely to not participate
in sports, do well academically and have poor self-esteem (Rigby, 2013). Another example of this is
parental involvement. Some parents are able to transport their children to after school programs
or music lessons. These parents are more overall involved in their child’s life with brings more
positive support and have better relationships with their children (Berk 27).
“In adolescence, too, religious youth groups, special interest clubs, and other neighborhood
organizations contribute to favorable development, including self-confidence, school achievement,
educational aspirations, and responsible social behavior” (Berk 27-8).
Bronfenbrenner and Epstein
These two theories have a lot in common in regards to how the involvement of
one thing can influence another. In a nutshell, the commonalities show that the
more involved the parents are in the positive development of the child, the
better and more successful they will be.
Epstein’s Types of Involvement

Parenting
-Help all families establish home environments to support children as students.

Communicating
-Design effective forms of school-to-home and home-to-school communications about school programs
and children's progress.

Volunteering
-Recruit and organize parent help and support.

Learning at home
-Provide information and ideas to families about how to help students at home with homework
other curriculum-related activities, decisions, and planning.

Decision making
-Include parents in school decisions, developing parent leaders and representatives

Collaborating with the community
-Identify and integrate resources and services from the community to strengthen school programs,
family practices, and student learning and development.
(Epstein, n.d.)
and
Parenting
The first and most important involvement in a child’s life. According to Epstein,
parenting and parenting styles are one of the many aspects in a child’s
development (Epstein, n.d.). Having a parent involved in the school functions
and communities has shown to have positive results in school grades, attendance
and social skills. One way to include a parent is through fundraisers, open
houses, bake sales and many parent volunteer days (show and tell, career day,
field trips) (Epstein, n.d.).
If there is a child that speaks another language, create a special day where you
would teach a few words of that language and have the child explain some
traditions. Involve the parent by having them work on a worksheet together for
that day.
Communicating
Communication with the parent and child is something that is necessary for
development. A child can learn if they can understand and are listening to you.
A parent is the same way. Some ways to keep open communication with the
parent is through parent/teacher conferences, providing language translators if
needed, weekly emails, report cards, and newsletters. For the children,
listening to them goes a long way. Sometimes, that’s all they need (Epstein nd).
Volunteering
For the children, having their parents and other parents around helps
them with their social skills and may help them be more aware of other
peoples family dynamics and skills they wouldn’t normally see (Epstein
nd). For the parents, volunteering can help parents understand daily
activities of both the child and the teacher, helps them feel more
comfortable with the other children and teachers and can give them a
sense of safety regarding their child and school (Epstein nd). A few ways
to incorporate this is through creating opportunities where the parents
are needed (field trips, bake sale, birthday parties) (Epstein nd).
Learning at home
Incorporating families to help the children with homework and schoolwork is
something that will help create a bond between the family. Having a healthy
relationship is one way to positively impact development of the child. A great
idea that would increase that positive bond would be a literacy bag. In this
book-bag is up to 5 books, flashcards, cite words and an instruction sheet for the
parents. This is something that will build cognitive development as well as give
that child some positive self-esteem. This idea is of no cost to the parents. One
way to include a second language is to have a book or two in that language as
well as separate flashcards in that language.
Decision making
Including parents in decisions for the school can make them feel empowered and
important. Being on the PTA board as well as taking surveys on parents input can
help parents feel more involved in their child’s life. This can bring families
together and voice their opinion on important matters regarding their children.
This type of involvement can also bring other parents together that may not have
had the opportunity to before (Epstein, nd).
Collaborating with the community
Bringing the community into learning can be
a fun and rewarding experience. Whether it
be from summer camps, after school
programs, community centers or clubs/sports
teams, it can create a positive learning
experience for all involved. Many of these
programs are for a small fee or free, which
makes it easier for low income families to
take advantage of the opportunity to help
their child flourish and gain new skills. One
way to get the information out to parents is
through the teacher. If the teacher can put
together a packet or newsletter listing
activities for the children to give to their
parents, there may be a bigger turn out.
Thank you for your time!
THE END
References
Epstein, J. (n.d.). Epstein's framework of six types of involvement. Retrieved
from
http://www.unicef.org/lac/Joyce_L._Epstein_s_Framework_of_Six_Types_of_Inv
olvement(2).pdf
Griffin, D and Steen, S. (April 1, 2010). School-Family-Community Partnerships:
Applying Epstein's Theory of the Six Types of Involvement to School Counselor
Practice. Professional School Counselling. Vol. 13, Issue 4.
Marotz, L.R. and Allen, K.E. (2013). Developmental Profiles: Pre-Birth Through
Adolescence. Wadsworth, Centage Learning.
Rigby, K. (2013). Bullying in schools and its relation to parenting and family life.
Family matters. No.92.