Learners tend to have diverse educational needs. Teachers, educationists, school managers, and parents should be involved throughout the learning process (Ippolito, 2010). This strategy will support the diverse needs of different children. My selected topic for this analysis is “Engaging Families in the Learning Processes of Their Children”.
Thesis statement
Engaging family members throughout the learning processes of their children will improve the level of morale, address challenges, and promote the best educational outcomes.
Rationale
Parents and guardians understand the social needs of their children. They can also present powerful insights in order to encourage more teachers to support targeted learners. Parr (2013) argues that “the decision to collaborate with different family members makes it easier for learners to acquire new strengths and skills” (p. 1). Parents have been observed to present new concepts that have the potential to make the learning process more admirable. Teachers can also “design appropriate family literacy activities that will support the needs of their respective learners” (Parr, 2013, p. 3).
The engagement of families has also been observed to respect the familial, cultural, and linguistic identities of the targeted students. Educators will understand the needs of both parents and children. They will eventually present powerful resources and ideas that can produce the best results. The approach will ensure that every person involved in the process acquires new concepts. Such concepts will eventually improve the learning process (Parr, 2013). The strategy has been observed to “produce rich and positive institutions whereby children can learn” (Parr, 2013, p. 1). These arguments, therefore, support the presented thesis statement. The important goal is to ensure more children realize their educational goals.
Arenas of Child Advocacy and Strategic Plan
Personal Arena
- This argument shows that the personal arena will support the success of the suggested research study.
- The targeted topic focuses on the best approaches to ensure more families are engaged in every classroom activity.
Private Arena
- The targeted family members will be ready to support the learning processes of their children.
- Local organizations will be encouraged to empower more families.
Public Arena
- More stakeholders will also be required to fund different institutions.
- Different policymakers will be required to support the targeted campaign.
- The practice will ensure every family is involved throughout the learning process (Parr, 2013).
The two major components of the suggested strategic plan are presented below.
Spreading the word
The main goal is to spread the targeted message to more stakeholders. The strategy will support these three policy arenas. This is something that “should be done again and again” (Feeney, Galper, & Seefeldt, 2009, 403). The approach will attract more stakeholders and eventually support the advocacy campaign. More family members will, therefore, be willing to be part of the learning process. Members of the public and policymakers will also be encouraged to fund the targeted project. This practice will eventually support the learning goals of many children in the targeted community.
Potential actions
Several actions will be undertaken depending on the targeted individuals. Such actions will inform more people about the benefits of engaging families in their children’s learning processes. Powerful campaigns and training programs will be designed in order to inform more people about the targeted goals (Johnson, 2010). Teachers, school administrators, policymakers, and parents will be encouraged to support the proposed campaign.
Reference List
Feeney, S., Galper, A., & Seefeldt, C. (2009). Continuing Issues in Early Childhood Education. Upper-Saddle River, NJ: Merrill.
Ippolito, J. (2010). Minority parents as researchers: Beyond a dichotomy of parental involvement in schooling. Canadian Journal of Educational Administration and Policy, 114(1), 47-68.
Johnson, S. (2010). The Jones Family’s Culture of Literacy. The Reading Teacher, 64(1), 33-44.
Parr, M. (2013). Supporting Families as Collaborators in Children’s Literacy Development. Student Achievement Division, 1(47), 1-4.