There is no  family engagement in place at green street preschool in Grenada west indies.  Develop a interview questions in order to get information. Based on your findings (especially if there are gaps), design a comprehensive family engagement action plan in that of a community garden to include the following components and possible best practices:1. Welcoming families (both new and old);2. Two-way Communication; 3. Sharing Power(between school, parent and community); 4. Supporting Student Success; 5. Collaborating with thecommunity 6. Speaking for every child (Advocacy).Write up Structure:The Action Plan must also include objectives, strategies to achieve the objectives, timelines for eachaction/component.State/Describe what each stakeholder (school, family and community) will do in each component.You may use the National Education Strategic Plan: 2011 – 2030 available at:https://www.mona.uwi.edu/cop/sites/default/files/Jamaica_NESP_2011-2020.pdf to help shape yourengagement plan as well as on the Early Childhood Commission website at: https://ecc.gov.jm/publications/ for additional information.1.      Introduction2.      Statement of the problem( bridge the cap between the problem and what it should be)3.      Rationale/ aim4.      Literature review (Based on experiences and programs or action plans like mines in the region that are working and why they are useful)5.      Method of data collection (Data gathering tools/ instruments, perspective sample size for framing the intervention)6.      Intervention plan ( what are you going to do)7.      Conclusion8.      Limitations ( in conducting this research like time is short, limited responses or resources etc)9.      References (APA Format)10.   Appendix (interview questions)Write up format:Times new roman 12Double spaced12- 15 pages.
There is no family engagement in place at green street preschool in Grenada west indies. Develop a interview questions in order to get information. Based on your findings (especially if there are ga
Promoting good home and school relationship Unit 9 Presented by Lill James MA Clinical Community Psychology Objectives • At the end of this unit, participants will be able to : 1. Become acquainted with the different community agencies, resources and family education programmes in the school community. 2. Identify and apply activities for involving parents and community members for the young child Impactful notes • Knowledge of the agencies in the community which provide resources and opportunities for education of parents and families will greatly assist in decision making for choosing activities which will involve family and community members and help in providing creative paths for child development. Scope • Home -school -community partnerships can be fostered in a variety of ways. For a creative teacher the community can be a rich source of expertise, financial support, and volunteer services. • These partnerships can be developed with community organizations, individual families, and local businesses or corporations. • When families, community groups, business and schools band together to support learning, young people achieve more in school, stay in school longer, and enjoy the experience more. • The resulting partnerships can serve the school with support and services, and the school can serve the community by providing an educated population of students who are mathematically and scientifically literate. Family Involvement Programs • Family -involvement programs are an effective way to facilitate partnerships between the home and the school . • Programs developed by school personnel can provide a forum for parents and children to experience learning in an atmosphere quite different from the usual classroom setting . • These programs may happen anywhere outside the classroom. For example: school library, cafeteria, or multi -purpose room. Evening programs may take place outside the school in other community buildings Family Involvement Programs • Evening sessions can be designed to get the family involved in the topics covered at school. • For instance: a topic on living things and non – living things may be reinforced through an activity such as a family nature walk. This helps parents to review/refresh the content and allows students to consolidate. Community Involvement • Community support is an extension of family – involvement programs. • Community awareness fosters a positive belief about the school and the effectiveness of the teachers . • The positive community attitude toward education often manifests itself in ways that are very important to the school community, such as the school budgets, and the public’s feeling of pride in the institution. Community Involvement • Home -school -community partnerships come in a variety of styles. (PTA extension, volunteers, Academic resource) • Such partnerships build understanding of the education process and are beneficial to the students we serve. • There is an African proverb that states that it takes a whole village to raise a child. • These partnerships allow the whole village to help educate our children. Promoting the relationship Expand Your Vision of School to Include Community • The physical and human resources in the school to enhance learning, as well as a means of curriculum delivery. • Educators shouldn’t be the only ones contributing. The community should be creating questions, puzzles, quotes, mind benders, trivia, philosophical and ethical challenges, thought provoking videos, “graffiti walls,” brainstorming spaces, and play areas . Promoting the relationship Reach Out to All Stakeholders • Get the perspective of the students, villagers, parents and community members. • One of the best ways to connect and create an authentic bond is to go to the people who matter most, and meet them on their own turf . • Get your teachers, some local businesses on board and go and knock on people’s doors, visit local businesses and senior homes and talk with them. • Try the same approach with groups of students. This time let the students communicate what they hope and wish for their school and encourage them to ask for mentoring and support . • Share the school’s vision and dreams for enhanced community -school partnerships, ask people what matters to them, ask them how they might help, and show them your passion. • Deliver them an open invitation to reconnect, collaborate and share their experience, skills and time to make a difference. Promoting the relationship Create a Community Resource Map • A visual representation of your community and the various skills people have to offer is a super way to understand what community resources are available. • If you build one, also point out the materials people can supply at cost or for free, the time they can invest in projects, and how they can connect to curriculum, and classroom activities. • Include the networks they can utilize to raise awareness of the needs of local children and families, and always promote and foster resource -sharing and collaboration . • Use libraries to advocate for school -community partnerships and student learning. Libraries are important hubs and can provide meaningful connection points outside the school gates. Promoting the relationship Connect with Curriculum • Much of what we learn as children and adults happens outside the classroom through real world experiences and from our peers, mentors or on the job. • Kids today are asking far to often for relevance in what they are learning. “Why am I learning this? I’ll never use this!” is a response far too often heard form the mouths of young people today. • Let’s not forget the largely untapped wealth of experience and knowledge that resides with retires, grandparents and millions of socially isolated senior citizens in aged care facilities. Promoting the relationship A Design Challenge for the Community • School projects to the community to complete and be seen to be interested in the outcome. • Things such as redesigning classrooms, creating a community garden, creating an open and shared learning space, designing a course, events such as student’s forums which help with changing the way students participate in decision making , mentorship programs. Promoting the relationship Encourage Community Use of School Facilities • Often the school buildings sit empty after the end of the normal school day. Encouraging non – profit community groups to use the facilities is not only good use of resources but also provides opportunities for the school to get involved in community projects Castle is a small agricultural community with a grocery store, Baptiste church, a waterfall, a pasture, a stream, a pre – school, medical station and an elderly home. Trigger is a community with huge plots of land covered with shrubs bordered by the coast. The population is youthful. Abondonded structures are seen on the strip leading to the jetty. Jobs are scarce, illegal activity threating and the multipurpose center underutilized.
There is no family engagement in place at green street preschool in Grenada west indies. Develop a interview questions in order to get information. Based on your findings (especially if there are ga
Unit 8 Presented by: Lill James MA Clinical Community Psychology  At the end of this unit, participants will be able to: 1. Develop formal and informal communication skills necessary to work with families and the community 2. Understand the inter – relatedness of the child’s home, school and community.  The environment in which the young child grows has significant impact on the development of the child.  The understanding of how the sections of the environment , such as school, home and community are related will help the practitioner to better communicate between the entities whether formally or informally.  Communication is the process of sending and receiving messages through verbal or nonverbal means, including speech, or oral communication; writing and graphical representations (such as info graphics, maps, and charts); and signs, signals, and behavior. Nordquist (2019)  More simply, communication is said to be “the creation and exchange of meaning.”  Being able to get the message across effectively to parents and community members requires teachers to practice these three skills. 1. Active Listening , 2. Clarification 3. Reflection  Active listening involves listening with all senses. As well as giving full attention to the speaker, it is important that the ‘active listener’ is also ‘seen’ to be listening – otherwise the speaker may conclude that what they are talking about is uninteresting to the listener.  Interest can be conveyed to the speaker by using both verbal and non – verbal messages such as: maintaining eye contact, nodding your head and smiling, agreeing by saying ‘Yes’ or simply ‘ Mmm hmm’ to encourage them to continue.  By providing this ‘feedback’ the person speaking will usually feel more at ease and therefore communicate more easily, openly and honestly.  Clarification involves offering back to the speaker the essential meaning, as understood by the listener, of what they have just said. Thereby checking that the listener’s understanding is correct and resolving any areas of confusion or misunderstanding .  This can be done by:  Admit if you are unsure about what the speaker means. Ask for repetition.  State what the speaker has said as you understand it ,  check whether this is what they really said.  Ask for specific examples.  Use open, non – directive questions – if appropriate.  Ask if you have got it right and be prepared to be corrected.  Reflecting is the process of paraphrasing and restating both the feelings and words of the speaker.  The purposes of reflecting are : 1. To allow the speaker to ‘hear’ their own thoughts and to focus on what they say and feel. 2. To show the speaker that you are trying to perceive the world as they see it and that you are doing your best to understand their messages. 3. To encourage them to continue talking.  Mirroring is a simple form of reflecting and involves repeating almost exactly what the speaker says .  Paraphrasing involves using other words to reflect what the speaker has said. Paraphrasing shows not only that you are listening, but that you are attempting to understand what the speaker is saying.  These can be: 1. Language 2. Psychological 3. Physiological 4. Physical 5. Systemic 6. Attitudinal  A parent’s language and linguistic ability may act as a barrier to communication.  Even when communicating in the same language, the terminology used by the teacher in a message may act as a barrier if it is not fully understood by the parent(s). For example, a message that includes a lot of specialist jargon and abbreviations will not be understood by a parent who is not familiar with the terminology used.  Regional colloquialisms and expressions may be misinterpreted or even considered offensive.  The psychological state of the communicators will influence how the message is sent, received and perceived . Teachers and parents who are stressed, angry or not sure of themselves may misinterpret messages or say things in inappropriate ways.  If someone is stressed they may be preoccupied by personal concerns and not as receptive to the message as if they were not stressed.  When we are angry it is easy to say things that we may later regret, and also to misinterpret what others are saying .  People with low self – esteem may be less assertive and therefore may not feel comfortable communicating – they may feel shy or embarrassed about saying how they really feel, or read unintended negative sub – texts in messages they hear.  Physiological barriers to communication may result from the receiver’s physical state.  For example, a receiver with reduced hearing may not fully grasp the content of a spoken conversation especially if there is significant background noise.  A physical barrier to communication is geographic distance between the sender and receiver(s).  Communication is generally easier over shorter distances as more communication channels are available and less technology is required. The ideal communication is face – to – face.  Although modern technology often helps to reduce the impact of physical barriers, the advantages and disadvantages of each communication channel should be understood so that an appropriate channel can be used to overcome the physical barriers.  Systematic barriers to communication may exist in structures and organizations where there are inefficient or inappropriate information systems and communication channels, or where there is a lack of understanding of the roles and responsibilities for communication.  Teachers may be unclear of what is being asked of them and convey this misinformation to parents.  Disparity between what school administrators say on paper and what is actually required on the job.  Attitudinal barriers are behaviours or perceptions of the parent or teacher that prevent people from communicating effectively.  Attitudinal barriers to communication may result from: personality conflicts, poor management, resistance to change or a lack of motivation. NB: To be an effective receiver of messages you should attempt to overcome your own attitudinal barriers to help ensure more effective communication.  Be accessible by making every day Open House at your school/ class.  Use technology, open door policy to give immediate information and feedback to parents.  Know the background/ environment of your students and their parents.  Create a partnership. Let the parents tell you what they know. These give great clues about the student, parenting style and family structure.  Be fair and unbiased in our reporting of student behaviour and performance.  Be relatable! Use words and terms that parents understand. Communication is for understanding and not for proving the teacher’s intelligence.  Always start the conversation with the positive, followed by the areas of weakness and end on a positive note.  Calm down before you right. Do not take the parents attitude or response personally.  Remember to balance the messages! Simply drop the parent a note or give them a call when a child pleases (or surprises!) you with positive behavior or progress .  Offer your advice and expertise and if need be provide a referral contact.  Create a welcoming atmosphere in your meeting space. Be pleasing to talk too.  Be clear on school policies from the start and discipline measures.  Be seen to care about the student and the parent. The teacher my be the only positive influence for both.  Group 1 : Create a concept map to show the relationship between school , home and community and show why communication with each is important.  Group 2 : Discuss at least 5 ways in which your school can work and communicate with the families of the children in your classroom and the community.  Group 3 : Develop a PTA meeting agenda and write an invitation to the stakeholders that you wish to attend the meeting.




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