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Home Base Programs Chapter 8. Perry C. Hanavan. Home Start. Head Start added Home Start Home considered the base Use home visitors to help parents parents as teachers most programs were highly successful few still exist. Parents as Teachers Program.

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Home Base Programs Chapter 8

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Home base programs chapter 8 l.jpg
Home Base ProgramsChapter 8

Perry C. Hanavan


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Home Start

  • Head Start added Home Start

  • Home considered the base

  • Use home visitors to help parents

  • parents as teachers

    • most programs were highly successful

    • few still exist


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Parents as Teachers Program

  • Regularly scheduled personal visits by credential parent educators who provide information on the child’s development, model and involve parents in age-appropriate activities with the child and respond to parent’s questions

  • group meetings in which parents share insights and build informal support networks

  • Monitoring of children’s progress by both parents and home visitors to detect and treat any emerging problems as earl as possible

  • linking of families with need community services that are beyond the scope of the program


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Home Instruction Program for Preschool Youngsters--HIPPY

  • Developed in Israel

  • In 1999, there were 121 programs serving 15,000 families in 28 states, Guam, and DC

  • Multisensory program

  • Paraprofessionals conduct home visits bimonthly


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Healthy Start

  • promote optimal child development

  • promote positive parenting

  • enhance parent-child interaction

  • ensure a health care home and full immunization

  • ensure use of community resources including family planning

  • prevent child abuse and neglect


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Parent-Child Home Program--PCHP

  • family literacy program that relies on positive verbal interaction between the child, two to four years old, and the primary caregiver (verbal interaction program)

  • Vygotsky cognitive curriculum

  • home visitor demonstrates toys and books in a play session with parent and child

  • goal is to increase natural verbal interaction between child and caregiver


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Homebuilders

  • collaborative effort between parents, social workers, therapists, psychologists, etc.

  • families in which children may have been removed by the courts

  • works closely with schools, juvenile court, and other social agencies

  • works with total family modeling counseling and other support systems


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Portage Project

Family centered demonstration program

  • intervention for children with disabilities beginning as early as possible

  • parent/caregiver involvement critical for success

  • intervention objectives and strategies must be individualized for each child and support functioning of family

  • data collection is important to reinforce positive change and to make ongoing intervention decisions



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Homeschooling

  • Instruction and learning, at least some of which is through planned activity, taking place primarily in a family setting with a parent acting as teacher or supervisor of the activity (Lines, 1991, p. 10)

  • During the 1980s, homeschooling began to increase

  • Account for 1.7 percent of U.S. students in 2001

  • Typically White, non-Hispanic, have 2 parents with the mother as the teacher


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Homeschooled Youth

  • Most perform well academically

  • Little risk in socialization, psychological development, and self-esteem

  • All states allow homeschooling

  • Computers and the Internet has become an important educational resource


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Ten Reasons for Homeschooling

  • Can give child better education at home (48.9%)

  • Religious reasons (38.4%)

  • Poor learning environment at school (25.8%)

  • Family reasons (16.8%)

  • To develop character/morality (15.1%)

  • Object to what school teaches (12.1%)

  • School does not challenge child (11.6%)

  • Other problems with available schools (11.5%)

  • Student behavior problems at school (9.0%)

  • Child has special needs/disability (8.2%)


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Homework

  • BJ Pinchbeck’s Homework Helper

  • Homework is a “task assigned to students by school teachers that are meant to be carried out during non-school hours” (Cooper, 1994, p.2)


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Homework

  • Students in lower grade levels should be given far less homework than in higher levels

  • Parent involvement in homework should be kept to a minimum

  • The purpose of homework should be identifiede and explained

  • If homework is assigned, it should be commented on


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Teachers & Homework

  • Send homework that reinforces or enriches what was learned in class

  • Create meaningful assignments—not haphazard busy work

  • Explain the rules and regulations of homework (count for grades, etc?)

  • Provide a homework form that the student fills out in class that states the assignment, pages, or work sheets that are assigned

  • Grade all homework personally and display on bulletin boards to show students it is important

  • Communicate with parents to explain the process and respond to any difficulties the family may experience with homework

  • Teach study skills


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