Building Connections to Home and Community Through Active Experiences
The family has long been considered the child’s first and foremost teacher and possibly the child’s primary community for learning (Bredekamp & Copple, 1997; Powell, 1989). Teachers can utilize the family as a resource for children’s learning both in the school and in the home. There is an increased research base on the benefits to the child of family involvement even if the extent of that involvement is small (Grolnick & Slowiaczek, 1994; Marcon, 1992; Stevenson & Baker, 1987).
Teachers and parents may face some challenges in working together. According to Powell (1989), early childhood educators increasingly service families characterized by single-parent households, cultural diversity and ethnic minority status, dual-worker or dual-career lifestyles, economic pressures, and geographic mobility. The new demographics of family structure call into question the viability of existing approaches to relations between families and early childhood programs. Yet, frequent contacts cement a genuine respect and tolerance for different family types. Involving parents as active partners in the classroom provides both parent and teacher with firsthand information about the expectations of the home and the school.
Project 2061 of the American Association for the Advancement of Science has created questions parents can ask their local schools. These questions were designed to encourage communication among parents, teachers, school administrators, and the community as a whole. They can also be found on the American Association for the Advancement of Science website: Education, Kids and Parents, The Parent Page. Similar questions can be formulated for parents of younger children.
- Is science literacy for all high school graduates a major goal of the K–12 program?
- What provisions are made in the curriculum for students of different interests, talents, and ambitions to succeed in science?
- What is the proportion of females and minorities enrolled in advanced science classes?
- Do teachers at different grade levels work together to clarify what ideas will be learned and when they will be learned?
- Are students learning connected concepts rather than simply memorizing isolated facts, formulas, and technical terms?
- Is the learning active and student-centered?
- Do teachers welcome curiosity, reward creativity, and encourage healthy questioning?
- Are teachers given encouragement, time, and resources to update their own skills and knowledge?
- Do teachers look for and deal with students’ misconceptions about how the world works?
- Do teachers and school administrators use national or state standards as guidelines for improving student learning?
© ______ 2007, Merrill, an imprint of Pearson Education Inc. Used by permission. All rights reserved. The reproduction, duplication, or distribution of this material by any means including but not limited to email and blogs is strictly prohibited without the explicit permission of the publisher.
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