Early Childhood Education: Newsletter
Dear Parents/Guardians,
As we plan to expand our services and meet the demands of more learners, we believe that your involvement and contributions will be instrumental in transforming performance. With this kind of information, we are inviting you to our class and become part of the learning experience on 15th December 2019. You will get an opportunity to relate with different students and provide timely ideas for improving our model (Alaçam & Olgan, 2019). We value your presence since stakeholder engagement is an evidence-based practice for improving our children’s educational gains.
During this school day, you will get an opportunity to participate in any of these opportunities:
- Classroom and learning activities: Parents will attend our classroom and get a real experience of the instructions, content, and ideas available to the targeted children (Ansari & Gershoff, 2016).
- Interact with staff members: Parents will identify different educators, ask questions, and understand how to transform children’s learning experiences.
- Engage with learners: Parents will get an opportunity to interact with different children, engage in storytelling sessions, play, and have a short drawing and sketching contests (Kurtulmus, 2016).
- Children with special needs: Parents whose children have special needs will be encouraged to liaise with the educators to understand how they can be involved to maximize their experiences.
- Get an experience of the available learning technologies: Parents will examine different technologies and technical devices that support the learning process, including whiteboards and tablets.
Useful Resources
On top of the above experiences and opportunities, there are specific resources that are available locally to maximize parent engagement. The presented ideas can increase parents’ awareness and encourage them to collaborate with existing institutions. The identified ones include:
Center for Parent Information & Resources (CPIR)
This agency offers extensive ideas and experiences that parents can consider to monitor their children and ensure that they record positive learning outcomes. Parents whose learners have developmental disabilities will acquire timely support, resources, and ideas to empower them. Contact Information: 35 Halsey St., 4th Floor; Newark, NJ 07102; (973) 642-8100.
Child Welfare
This agency offers a wide range of resources for supporting the learning aims of different children. It presents evidence-based ideas for preventing any form of child abuse. The available resources can empower parents to guide their children until they achieve their educational aims. Contact information: 1-800-394-3366; [email protected].
Discover Early Childhood Edu
This resource is available to both parents and early childhood tutors. It provides evidence-based ideas that different readers can apply to meet the demands and academic expectations of learners below nine years. Guardians who consider such tools will empower their children and record positive results. Contact information: click the button “Contact Us” on the webpage.
Resources for Early Learning
Parents can consider this resource since it offers engaging and exciting content that can empower them to provide timely support to their children. It outlines various activities and practices that can make it possible for learners to succeed. The available tips are easy to follow, age-appropriate, and capable of delivering timely results. Contact information: Visitors can click the button “Contact Us” on the webpage.
U.S. Department of Education: Early Learning
This agency provides free resources that can help families support their children and ensure that they achieve their potential. It provides additional tools and ideas that can enhance children’s cognitive and emotional development. Parents can apply for grants and loans for their children’s schooling needs. The link is www.ed.gov. Contact information: 1-800-USA-LEARN (1-800-872-5327); 400 Maryland Avenue, SW Washington, D.C. 20202.
References
Alaçam, N., & Olgan, R. (2019). Pre-service early childhood teachers’ beliefs concerning parent involvement: The predictive impact of their general self-efficacy beliefs and perceived barriers. International Journal of Primary, Elementary and Early Years Educations, 47(5), 555-569. Web.
Ansari, A., & Gershoff, E. (2016). Parent involvement in head start and children’s development: Indirect effects through parenting. Journal of Marriage and Family, 78(1), 562-579. Web.
Kurtulmus, Z. (2016). Analyzing parental involvement dimensions in early childhood education. Educational Research and Reviews, 11(12), 1149-1153. Web.