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Ecological Systems Theory In Early Childhood Education

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Parental involvement is the level of participation that a parent has in their child’s education and school. As parents are a child’s primary and first educator, their involvement in the kindergarten classroom can help he or she to become a more successful student. There are many opportunities for parental involvement in kindergarten. Parents can start by meeting the teachers. They can inform the teachers about any health issues their child may have, so that teachers know more about the child’s situation and give certain care for the child. Also, parents can ask questions regarding the curriculum, and then they can notice what their child learning and the suitability for the child development. After school begins, parents should continue to …show more content…

It will be a strong help for children to deal with the transition from home to classroom settings. Involved parents are more encouraging towards children being curious and reading books, making education to a fun experience. This will help promote educational success for children. The ecological systems theory which developed by Urie Bronfenbrenner explains how everything in a child and the child’s environment affects his or her growth and development. He stated different aspects of the environment that influence children’s development, which are microsystem, mesosystem, exosystem and …show more content…

These factors influence children’s social, physical and cognitive development in positive and negative ways.

For family factor, according to the World Health Organization, the most intensive time of brain development in a person’s life is early childhood. A child’s brain is most sensitive to external factors in the first three years of life, for example family environment. A child whose family provides an enriching and stimulating environment, and parents interact and speak to him, and nurture a healthy attachment, then the child will have a better development.

For peers factor, according to Education.com, a child has formed friendships by the time he reaches 3 years old that begin to influence his behavior and social development. Friendships help children learn to solve conflict, cooperate effectively and work out relationships. Peers affect a child’s values, decisions, likes and

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Until Bronfenbrenner (1994), developmental psychologists couldn’t get out their comfort zone concerning the strange activities of children and their development. Bronfenbrenner however proposed a theory that had a huge impact on this matter. This theory was based on the effect of environmental factors, which the development occurs, what he called ‘Ecological models’ (pg. 38). He divided this topic into five subsystems: Microsystems, Mesosystems, Exosystems, Macrosystems, Chronosystems. The simplest one them all is microsystems, which includes social interactions and roles, relations with others.

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Most people think that having lots of friends makes a positive impact on their life. However, a lot of people believe conformity has many negative consequences in society. A lot of time kids (anyone under 18) spend a good portion of their time at friends’ houses or playing video games. However, kids always get into drama and then later in their teenage years lose most of their friends. If they weren't spending time with people throughout their childhood, they could have been working.

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She excitedly began naming the other children whom she spends her time with while at school, and at recess where she is able to play with children from her class, as well as other classes. Sarah, Ellie, and Caiden are her three favorite friends that she has in her class. However, when out on the playground, her network of friends greatly expands to include: Shaleena, Zoie, Marcus, Avery, Madison, and Audre. Pauline Davey Zeece’s article titled, “Forming and Fostering Friendships in Early Childhood,” explores how early friendships contribute to young children's development in unique and meaningful ways. I was impressed by the multitude of positive benefits that having a large social group can have on a young child.

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However, each child is an individual and his/her physical, emotional, social development is either boosted or restricted by personal factors like genetic health or parentsâ€TM health etc.; and external factors such as the environment they grow up with. All factors have some kind of impact on a growing child and tend to affect all areas of development, not just one. Personal factor Personal factor influence childrenâ€TMs development in many areas. It consist health status, disability, sensory impairment and learning difficulties etc.. Childrenâ€TMs health is really important. Health issues can be genetical which influence how the brain works, e.g. Downâ€TMs syndrome which have impairment of cognitive ability and physical growth.

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How does the environment affect a child’s brain growth and development? There are five areas of child development. These areas are cognitive which is thinking and learning, social/emotional, speech/language, fine motor skills, and gross motor skills. The environment influences a child’s development.

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Those factors might lead children mental disturbance. There is the potentiality of development of bad behavior and attitude on children. The most important part of the family is interaction. From the early age, parents and child’s interaction influences the child’s behavior development. Whatever child gets or learn at home at an early age, they catch those things more and they reflect during adolescent.

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Introduction Bronfenbrenner’s theory looks at a child’s growth in the framework of the structural relations that form his or her environment. It defines complex “layers” of atmosphere, each having an outcome on a child’s expansion. This theory was recently renamed “bio ecological systems theory” to give emphasis to a child’s own biology as a major setting and fuelling their development. The collaboration between factors in the child’s maturing biology, his instant family/community environment, and the social landscape fuels and steers his development. Changes in any layer will wrinkle all the way through other layers.

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My definition, as a parent myself, of an involved parent differs from the schools typical parental engagement frames. I don't volunteer in the classroom although most schools recommend this option that has no impact on students academic achievements. We have a key voice in our children's education, a voice more important to be heard outside the classroom I go to the school if the teacher requests and I attend meetings on the district level, occasional school events, activities and both of us, [parents] go to the teacher-parent conference. The teacher knows of my

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Children look to their parent’s guidance and development. Parents are the first example and if the family environment is not healthy, the children could be subjected to a lacking strong physical development. “Effective parenting skills are fundamental to child development” (The Chief Public Health Officer 's Report, 2008). Children learn from their environment, if a child’s parent is not in the picture, children will learn from what surrounds them. For example, Genie did not speak because she was never spoken to as a child.

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Chapter 4 The most commonly accepted contemporary framework for viewing parental involvement was inspired by the ecological model of Bronfenbrenner (1979, 1986) and designed from a social and organisational perspective (Epstein, 1992). It identifies three major contexts within which children develop and learn: the family, the school, and the community (see Figure). The Overlapping Spheres of Influence model recognises that there are some practices that family, school and community conduct separately and that there are others that they conduct jointly in order to influence the growth and learning of the child. According to Epstein, successful partnerships must be forged between these three spheres in order best to meet the needs of the child.

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“Human social environments encompass the immediate physical surroundings, social relationships, and cultural milieus within which defined groups of people function and interact (Casper & Barnett, 2001, para. 3). The impact of the social environment in the home on early childhood development Vygotsky’s sociocultural theory encompasses the view that values, beliefs, skills and traditions are transmitted from one generation to the next. He, unlike behaviorist theorists, emphasized that family, social interaction, and play are primary influences in a child’s life (Gordon & Browne, 2013). The social environment at home has a profound impact on how children develop.

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Examples of these factors would be a child’s extended family members, a child’s neighbourhood where they are staying and maybe even the parents of the child’s workplace. These factors in this system can have a negative or a positive influence on the development rate of a child. For example, if a child’s parents lose their job this can become a problem for the child as the parent won’t be able to buy food, and pay rent. This will have a negative effect on the child’s development. Another example would be if a child’s parent gets a raise or a promotion the parent will be able to give the child a better way of living.

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It is important to note that by the time child is three years old, their brain has been 90% developed, which is quite mind blowing. Therefore it is important to create a positive environment so the child’s brain is enriched with great information. An example is a child needs to be fed with nutritional food with the proper mix of vitamins and protein because failure to do so “can have effects lasting far past the early years in areas as diverse as cognitive development, physical health, work capacity, and earning power” (Martorell, 2013, pg. 86). If a child is born in poverty, they may not have the same nutritional value as a child born in an economically stable atmosphere. This could also include how involved the parents are in the child's life and whether they provide a lot of human contact, speak fluently or providing comfort.

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As a teacher, it is my responsibility to share information on the development of the child and have a clear and constant flow of dialogue with the family. This will enable both parties to deal with any issues that may arise within the family, school or community. It also my belief that parents should have an active part in their child’s learning and be able to lend a hand whenever necessary, and having open communication with them will allow this transparency and connection between home and school. The community is vital in ensuring that the facilities around the community and school is appropriate for the different children and families to live in and grow. A very good example of this successful collaboration is the Reggio Emilia approach in Italy.

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EFFECTS OF PARENTS AND TEACHERS INTRACTION ON DELOPMENT OF EARLY CHILDHOOD STUDENTS IN MIANWALI 1.1 Introduction: The importance of good parent-teacher relationships has been well documented. Research has shown that parent involvement in education benefits not only the child but also the parents and teachers (Eldridge, 2001). The function of a good parent-teacher relationship is much more than just like a vehicle for status reports from teacher to parents on a child’s performance.

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