Transcript Parenting Type 1 - Parents Plus

Six Types
Family/School/Community
Partnerships
Parenting
Type 1
Based on the research of Dr. Joyce Epstein,
Johns Hopkins University Baltimore Maryland
PowerPoint presentation by
Parents Plus of Wisconsin
Parenting
 Parenting: Basic
responsibilities of
families.
Type 1
Parenting
 Assist families with
parenting skills and
setting home
conditions to support
children as students,
and assist schools to
understand families.
Type 1
Sample Practices
Type 1
 Workshops, videotapes, computerized
phone messages on parenting and child
development at each age and grade level.
 Parent education and other courses or
training for parents (e.g., GED, family
literacy, college or training programs.)
Sample Practices
Type 1
 Family support programs to assist families
with health, nutrition, and parenting,
including clothing swap shops, food co-ops,
parent-to-parent groups.
 Home visiting programs or neighborhood
meetings to help families understand
schools and to help schools understand
families.
Sample Practices
Type 1
 Annual survey for families to share
information and concerns with schools
about their children’s goals, strengths, and
special talents.
Challenges
Type 1
 Provide information to all families who
want or who need it, not just to the few who
attend workshops or meetings at the school
building.
 Enable families to share information with
schools about background, culture,
children’s talents, goals and needs.
Challenges
 Make all
information for
families clear,
usable, ageappropriate, and
linked to children’s
success.
Type 1
Redefine “Workshop”
 “Workshop” is not
only a meeting on a
topic held at the
school building at a
particular time but also
the content of a topic
to be viewed, heard, or
read at convenient
times and varied
locations.
Type 1
Results for Students:
Awareness of family
supervision.
Respect for parents.
Positive personal
qualities, habits,
beliefs, and values
taught by family.
Results for Parents:
Understanding families’
backgrounds, cultures,
concerns, goals,
Knowledge of child and needs,and views of
adolescent development. their children
Self-confidences about
parenting.
Adjustments in home
environment as children
proceed through school.
Balance between time
Awareness of own and
spent on chores, other
others’ challenges in
activities, and homework. parenting.
Regular attendance.
Awareness of importance
of school.
Results for Teachers:
Feeling of support from
other parents.
Respect for families’
strengths and efforts.
Understanding student
diversity.
Awareness of own skills
to share information on
child development.