The sociological learning theory is used to create an environment in which, families get involved in the learning and development of their children. The classroom environment borrowed from the basic tenets of the theory, and assumed that children in their early years learn best through study and social groups. This theory was also linked with the standard of Early Childhood Professional Preparation Programs by the NAEYC. Based on the integrative approach several key practices were identified to create a collaborative environment for the families and children.
The first step was the observation and assessment of the children’s learning needs. This is necessary given that the children have different home environments and cultures that impact on their behavior, interests, and skills (Tassoni, 2004). Assessment involves parents since they can assist in mapping the development of the child at home. This involved the comparison of notes between the teacher and the parents. Assessment made it possible for the teacher to learn the children better, especially in the designing of a teaching and learning activities. Collaborative efforts with parents recognized that they are the prime educators of their children, since most of the learning occurs at home (Tassoni, 2004). Parents assist their children in the development of practical skills, emotional security, language development, and are role models to their children. To involve the parents, the plan educated parents on the importance of a collaborative teaching and learning environment. It also sought their approval prior to assessment and the creation of the collaborative environment.
After assessment, the plan made use of strategies to involve parents in their children’s learning. The first strategy was the creation of an open door policy, which allows the parent to participate in the teaching and learning setting. Parents are informed of the policy during admission, and the rule and regulations governing the policy stipulated to prevent interruption during busy classroom sessions. The second strategy was the open day and open classroom sessions. In these sessions, the parents visit the school to evaluate the learning and schoolwork of their children. The session allows the teacher to make a review of the child’s progress to their parents. It was also an opportune moment for the teacher to explain the benefits of the different classroom activities to the parents (Tassoni, 2004). Thirdly, the strategy made use of collaborative planning where parents are involved in the organization. Parents’ feedback concerning the classroom activities is necessary, since they can reinforce learning at home (Tassoni, 2004). For my strategy, I made the parents aware of all the songs, rhymes, and activities taking place in the classroom and focuses on cognitive development of the child. In this approach, parents are also aware of the classroom texts, language, mathematics, art, and science content taught to the children. In this step, parents can make follow up activities for their children at home.
The strategy also made use of two study groups per week. The design of these study groups mainly focuses on the emotional development of the child apart from cognitive development. Study groups were set in the school library, where refreshments are set up, with comfortable armchairs, television, and video facilities for instruction. In these study groups, I focus on four concepts, which include well-being, involvement, schemas, and adult pedagogy strategies. Schemas involve the behavioral patterns the child has acquired, while involvement entails the participation level of the child in activities (Whalley, 2007). Adult pedagogy strategies are those indicators in the child that prove that there is effective adult teaching, from the parent and teacher. Well-being entails the level of emotional development of the children. The parents involved in this program indicate that they found the scales and signs used in the study group effective in making observations of their children. Another scale the program promotes is the concept of containment, where the parent takes in the child’s distress and responds to their emotional needs (Whalley, 2007). The approaches applied in the group study strategy borrow from the psychoanalytical theory. In this theory, the learning process tries to create a relationship between the children and adults.
Analysis of the approaches reveals that the use of the assessment and collaborative evaluation with parents, of the children meets NAEYC standard 1a, 1b, and 1c (Whalley, 2007). This is because in the assessment and planning phase, the teacher and parents understand the children’s needs and characteristics. The assessment was effective for it led the teacher to understand the different influences on learning and development from the children’s environments. Moreover, the strategy meets standard 1c, since it developed the learning activities after coming into an understanding of the child and their background. The strategy also met the second standard, since it created a community and family relationships centers. This is in the study groups, open day and open classroom sessions, and the open door policy. These meet the second standard for they understand and create a respectful environment, which supports and empowers the relationship between parents and children (Whalley, 2007). The plan made use of assessment that meets the third standard, requiring documentation, observation, and assessment of the children’s behavior. Lastly, the strategy made use of content like rhymes, songs, and curriculum content meeting the fifth standard. In this standard, the teacher makes use of the knowledge content to develop a meaningful curriculum for the children with the assistance of parents.
In conclusion, this assessment identifies that the use of sociological and psychoanalytical theories assists in creation of activities, which improve the involvement of families in the learning and development of their children.
References
Tassoni, P. (2004). Diploma in Pre-School Practice. Heinemann Educational Publishers, Jordan Hill, Oxford.
Whalley, M. (2007). Involving Parents in their Children’s Learning. Second ed., Paul Chapman Publishing, A SAGE Publications Company.
