Scenario
Student Name
Institution Affiliation
Scenario
Epstein, in her work, says that family, school, and community corporation is best as compared to parental participation to know that educators, parents, and people in the society have shared objectives to facilitate the learning and development of students. Therefore, Epstein comes up with the theory of overlapping spheres of influence that students study more when educators, parents, and other society members work together to direct and student learning development (Epstein & Sanders, 2002). In this model, three perspectives, school, home, and community connected inspirations on students through the interaction with partners, parents, community, and educators across aspects. The following is a graphic organizer of the six spheres.
The caring of children in our school will mirror the family engagement the school has. If educators see children as students, they will then see the family as different from the school. Thus the family will perform its roles on the children and leave the work of education to school. When educators then see students like children, they will then see their parents, community, and partners as part of the children’s success in education (Griffin & Steen, 2010). Partners will see their central role in the children’s success in education and thus work as a team to make proper schedules and opportunities for students. When a partnership is practiced in our school, there will be improved school platforms and climate, give support and services to families, increase the leadership skills in parents, and unite families with others in the school and the society and help preschool teachers in doing their work (Jones, 2012). Encouraging family engagement in school is to help the children do well in school and life as well. When there is a relationship between parents, partners, and teachers, a thriving community will be created. When there are interactions regularly with families, community, and schools, many students will get valuable information from different people on the effectiveness of studies, working smart, staying in school, and helping their friends.
The external model of the overlapping spheres of influence identifies that the three primary settings in which children develop and study the school, community, and family can be put together or be separated. In this model, there are activities that the family, school, and the community can work together for better results of the children and other events where they should be separated (Epstein, 1987). The internal model of communication of the three spheres of inspiration shows the how and where of multipart and prominent interpersonal families and procedures of inspiration happen among people at school, home, and in the society (Epstein & Sanders, 2002). The model also gives the relationship between parents, teachers, and groups in the community
This graphic organizer has the capability of improving teaching and learning in the scenario. When parents are involved in their child’s education, the child will do well in school. The parents will monitor every step this child makes while at home, and they will help them in reading while at home (Griffin & Steen, 2010). Partners will advise the kids on the best things to do to make sure they are successful in life, and thus their message will change the learning ways of the children. Again a community that has good role models will motivate the children in working hard in school, and thus the graphic organizer will have contributed to this success.
References
Epstein, J. L. (1987). Toward a theory of family-school connections. Social intervention: Potential and constraints, 121-136.
Epstein, J. L., & Sanders, M. G. (2002). Family, school, and community partnerships. Handbook of parenting: Vol. 5. Practical issues in parenting, 407-437.
Griffin, D., & Steen, S. (2010). School-family-community partnerships: Applying Epstein’s theory of the six types of involvement to school counselor practice. Professional School Counseling, 13(4), 2156759X1001300402.
Jones, E. K. (2012). Perceptions of Involvement by Parents with Children Attending a Program Improvement School in a Rural Community in American Indian Country. Walden University.