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<ul><li><p>Community Involvement and Parental Support in Literacy and Numeracy </p><p>Christabel Pinto Sr. Specialist for Basic Education and Literacy, Save the </p><p>Children US December 4, 2013 </p></li><li><p>Outline </p><p>1. Early Grades Learning Needs </p><p>2. Importance of Community &amp; Parental Involvement: Evidence Base </p><p>3. Towards a solution: Community Action for Childrens learning </p><p>4. Effect of parent and community involvement on learning </p><p>5. What can Ministries of Education do? </p></li><li><p>EARLY GRADES LEARNING </p><p>NEEDS </p></li><li><p>Schooling is not Learning </p><p>Ghana learning pyramid: </p><p>2005 DHS data </p><p>Enrollment </p><p>Completion </p><p>Learning </p></li><li><p>IMPORTANCE OF COMMUNITY &amp; </p><p>PARENTAL INVOLVEMENT: </p><p>THE EVIDENCE BASE </p></li><li><p>Parental involvement has a positive effect on childrens achievement even when the influence of background factors such as social class and family size have been taken into account. </p><p>(Desforges,C. and Abouchaar, A. (2003) The Impact of Parental Involvement, Parental Support and Family Education on Pupil </p><p>Achievement and Adjustment: A Literature Review. DfES Research Report 433.) </p></li><li><p>Parental involvement with </p><p>children from an early age </p><p>has been found to equate </p><p>with better outcomes, </p><p>particularly in terms of </p><p>cognitive development. (K. Sylva, E. Melhuish, P. Sammons, et. al. </p><p>(2004) Effective Pre-School Education. Final </p><p>Report. DfES. London: Institute of </p><p>Education) </p></li><li><p>What parents do is more important than who they are for childrens early development i.e. home learning activities undertaken by parents is more important for childrens intellectual and social development than parental occupation, education or income. (K. Sylva, E. Melhuish, P. Sammons, et. al. (2004) Effective Pre-School Education. Final Report. DfES. London: Institute of Education) </p></li><li><p>Materials and Reading Aloud </p><p> Greater print exposure results in more experience in word and sentence decoding and recognition and in reading comprehension, as well as ongoing exposure to new vocabulary (Hood, Conlon, &amp; Andrews 2008). </p><p> Both sheer amount and the choice of reading materials seem to make a difference (Wigfield &amp; Asher, 1984). </p><p> The most important activity for building the knowledge and skills eventually required for reading is that of reading aloud to children (Teale, 1984). </p></li><li><p>Challenges to home &amp; parental involvement </p><p> Misconception: parents who are not literate/numerate cannot help their children </p><p> Few books and other resources available in the home </p><p> Belief that learning happens in school and teaching is done only by teachers </p><p> Parents unaware of why and how to help children to improve language/literacy and numeracy development </p></li><li><p>TOWARDS A SOLUTION: COMMUNITY </p><p>ACTION FOR CHILDRENS LEARNING </p></li><li><p>Interventions that engage Communities Save the Childrens Literacy Boost and Numeracy Boost interventions have three components: 1. Assessment </p><p>2. Teacher Training </p><p>3. Community Action </p><p>Prathams Read India (in and </p><p>out of schools) </p><p>Many Others, but Evidence is scarce. </p></li><li><p>Community Awareness-Raising Focused on Childrens Learning </p><p>Introductory community meetings for Literacy and Numeracy </p><p> Share results of baseline assessments </p><p> Explain Literacy/Numeracy Boost options &amp; activities </p><p> Secure parental support and participation </p><p> Identify additional community resources (e.g., oral traditions, volunteers, venues for activities) </p></li><li><p>Parent &amp; Community Awareness- Raising Workshops </p><p>Literacy Volunteer-run Community Reading Awareness workshops on how to: </p><p> Engage their children in rich oral language practice through everyday activities </p><p> Ask their children to read to them </p><p> Read to/with their children if they are literate </p><p> Create simple literacy materials and establish home reading corners </p></li><li><p>Parent &amp; Community Awareness- Raising Workshops </p><p>Numeracy </p><p>Volunteer-run Community Math-at-Home workshops on how to: </p><p> Engage their children in simple, fun games to practice math concepts </p><p> Use everyday activities to engage in math practice </p><p> Math calendar </p></li><li><p>Volunteer-run activities with children </p><p>Reading Camps </p><p> Fun after-school or weekend activity </p><p> Provides additional support and positive models for children learning to read </p><p> Extends time-on-task for reading through activities outside the classroom </p><p> Supplements reading instruction that happens in school </p><p>Sample Reading Camp agenda (Literacy Boost) </p></li><li><p>Volunteer-run activities with children </p><p>Literacy Boost Reading Camps in action </p><p>1. Distribution of books (Burundi reading camp) </p><p>2. Story time (Burundi reading camp) </p></li><li><p>Volunteer-run activities with children </p><p> Pratham: Learning support classes for out-of-school and struggling in-school children </p><p>1. Balwadi classes: pre-school, urban low income families </p><p>2. Learning support classes: L2R (Learn to Read) and R2L (Read to Learn) </p></li><li><p>Volunteer-run activities with children </p><p> L2R: Accelerated learning technique </p><p> Reading and basic arithmetic in 4-8 weeks </p><p> Not sequential, but integrates 4 activities: </p><p> Say something </p><p> Do Something </p><p> Read Something </p><p> Write Something </p></li><li><p>Volunteer-run activities with children </p><p>Math Camps </p><p> Fun after-school or weekend activity </p><p> Uses games and activities to reinforce math instruction in school </p><p> Math-based story book inspires session </p></li><li><p>Parent &amp; Community Engagement in Material Creation </p><p>Literacy </p></li><li><p>Parent &amp; Community Engagement in Material Creation </p><p>Numeracy </p></li><li><p>Parent &amp; Community as Custodians of Books </p><p>Book Banks/Libraries </p><p>Volunteers serve as book bank custodians: Expands range of print </p><p>materials children can read beyond textbooks </p><p> Builds enjoyment and motivation to read </p><p> Helps to establish an appreciation for print and a culture of reading in the community </p></li><li><p>Reading Festivals &amp; Family Math Days </p><p>Reading Festivals </p><p> A day to celebrate reading in the community! </p><p>Story Time </p><p> Read/Tell a story in the community on a regular basis </p><p>Family Math Day </p><p> Community engages in math activities together! </p></li><li><p>Summary of Parent &amp; Community Involvement </p><p>Engage community volunteers to conduct literacy &amp; numeracy activities in the community </p><p> After school Reading &amp; Math Camps </p><p> Parent Awareness Workshops (Math and Reading) </p><p> Story Time activities </p><p> Reading Festivals /Family Math Day </p><p> Material Creation (Math and Reading) </p><p> Book bank/library custodians </p></li><li><p>EFFECT OF PARENT AND COMMUNITY </p><p>INVOLVEMENT ON LEARNING </p></li><li><p>Yemen: Effect of Reading out Loud </p></li><li><p>Yemen: Reading skills by number of books at home </p></li><li><p>Pakistan: Effect of Reading Camp Attendance &amp; Book Borrowing </p></li><li><p>Afghanistan: Reading at home as a predictor of Girls Letter Knowledge </p><p>53% </p><p>62% </p><p>71% 71% 73% </p><p>75% </p><p>0%</p><p>10%</p><p>20%</p><p>30%</p><p>40%</p><p>50%</p><p>60%</p><p>70%</p><p>80%</p><p>no one in family</p><p>read to child last week</p><p>25% of family members</p><p>read to child last week</p><p>50% of family members</p><p>read to child last week</p><p>girl boy</p></li><li><p>WHAT CAN MINISTRIES OF EDUCATION </p><p>DO? </p></li><li><p>Identify structures &amp; opportunities for parent and community engagement </p><p> Role of PTAs or SMCs? Support from local government </p><p>and/or local business? Involve students organizations? How should school leaders</p><p>principals or school directorsdeliberately engage with parents, NGOs and civil society to expand childrens access to reading/math materials &amp; opportunities? </p><p> Partnerships? Adaptations for urbanized </p><p>environments? </p></li><li><p>Communicate the Issue &amp; Engage Stakeholders </p><p> Communicate urgency of action to range of stakeholders: data are powerful! </p><p> Engage parents and communities </p></li><li><p>Strengthen education policies that build parent &amp; community engagement </p><p> Should official/mandated PTA roles and responsibilities be reviewed so that it includes a focus on childrens learning? </p><p> Is there space for local government advocacy to get policy or budget support to sustain community engagement focused on reading/math? </p><p> Are there incentives that can be provided to businesses who support early grade reading/math? </p></li><li><p>In summary </p><p> Parents and communities are: </p><p> a key resource in the effort to improve childrens learning </p><p> crucial advocates and partners in childrens learning </p><p> Schools and ministries of education can engage parents and communities in multiple ways to reduce gaps and ensure equity in childrens learning outcomes </p></li><li><p>Thank You! </p><p>For more information: cpinto@savechildren.org </p>mailto:cochoa@savechildren.org</li></ul>

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