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   @a   +SCHHDB@B>R',1> ( RWR<Y:Z=[<\;];:_;`;a;b;c;d;:;lmnopqrstq|~<3=3:.,*))90.+)   ::/X"$twOg# "$w ^=tL * # 0AA@@lg4OdOdP 0ppp@ <4!d!d8A10l  <4BdBd8c20lg4-d-d 0Vp pnoO ʚ;r8ʚ;<4dddd8108z0___PPT10 pp:___PPT9z*qop)? $O =LA>A framework to bridge theory and practice in work with parents??!DPeter Hannon School of Education University of Sheffield, England hE ! #   #"(Why work with parents?( |children spend more time at home than in ECE settings parents can offer more one-to-one interaction home activities often more meaningful parents have flexibility to exploit learning opportunities parents highly committed to children s development How can Early Childhood Educators support and enhance parents role?&PGP?> z'Take ideas from Vygotskyan theory . . .(( &   ~Development is about acquiring cultural tools Learning is social - in dyads and groups ZPD learning facilitated by those more expert Relevance to work with parents Families transmit culture Family is a key social context for young child In families, parents are the more expert Parents can recognise child s unique ZPDR  ?  4Some related concepts & & ..  uScaffolding (Wood, Bruner & Ross, 1976) Informal learning (Rogoff & Lave, 1984) Successive approximation (Newman, Griffin & Cole, 1989) Modelling, managing contingencies, feedback (Tharp & Gillmore, 1991) ALL ADDS UP TO SOCIO-CULTURAL VIEW0S#S#8+  Working with parents$  I suggest that a socio-cultural view highlights 4 ways parents help development Opportunities for children s learning Recognition of their progress Interaction  various forms Model of an expert practitioner O-R-I-M ORIM frameworkRZ" Z" ZR               The ORIM framework 1. Opportunities( 2. Recognition 3. Interaction  4. Modelling   _0See development in strands - example of literacy41(((0 0See development in strands - example of literacy41(((0 0See development in strands - example of literacy41(((0 0See development in strands - example of literacy41(((0 0See development in strands - example of literacy41(((0 The ORIM framework b Relates concepts of Opportunities, Recognition, Interaction and Model to strands of development. a !b aThe ORIM framework 5What do parents already do in each cell in framework?66(5  Can we add to what parents do? ( bThe ORIM framework cThe ORIM framework dThe ORIM framework eThe ORIM framework gThe ORIM framework hThe ORIM framework iThe ORIM framework jThe ORIM framework kThe ORIM framework lCan we affect all cells? q@Research questions  two studies!!(  Do early childhood educators find ORIM comprehensible and useful? Can ORIM be used to generate a parent involvement programme and, if so, does it affect children s development? Research carried in collaboration with Cathy Nutbrown, also at Sheffield.:" ZOZO& >Study 1: Educators use of ORIM ( Qualitative study of 24 early childhood education settings using ORIM Staff from settings attended six 2-hour professional development sessions Developed work with parents over a 10-month period Data: range of written self reports Hannon, P. & Nutbrown, C. (1997) Teachers use of a conceptual framework for early literacy education involving parents. Teacher Development, 1 (3), 405-420XPP z& Study 1: Findings( Educators find ORIM comprehensible  It helps to get thoughts and ideas clearer Educators find ORIM useful  It has focused my mind on exactly how parents can work with their children  It lends value to what parents already do and invites them into a partnership f#.$-  oStudy 2: An intervention (PPreschool family literacy programme. Low intensity, long-duration (12-18 months) Offered to parents in disadvantaged areas. Some families bilingual (9%) Parents of 3-year-olds invited to join programme before school entry Nutbrown, C.E, Hannon, P., & Morgan, A (2005) Early literacy education with families. London: SAGE PublicationsHQP0&jp0Programme, based on ORIM framework, consisted of.10((' Home visits by programme teachers Provision of literacy resources Centre-based group activities Special events (e.g. group library visit) Postal communication Optional, literacy-related adult education for parents Teachers given half a day per week to work with a group of 8 families< l22F 2'SProgramme evaluation(Qualitative and quantitative Practitioner reflections and peer interviews Analysis of activity records Post-programme interviews of parents Post-programme interviews of children Randomised control trial to determine effects on children s literacy (N=176)"Z[DMeasures of children s development##$8Pre-programme:Sheffield Early Literacy Development Profile (SELDP)  Nutbrown (1997); British Picture Vocabulary Scale  Revised (BPVS  II); Letter Recognition  Clay (1985) End-of-programme: As for pre-programme School follow-up: Aggregate score of national assessments in literacy, 94,.rImplementation of programme( High take-up Low drop-out Generally high participation profile (92% of families participated  regularly ; 45% at highest possible level) ?K sParents views of programme( Overwhelmingly positive views  Sad about programme ending Difficult to elicit any negative views Reported  global and specific literacy benefits for children Would recommend it to other parents t*Children s experience( According to parent and teacher reports, children enjoyed programme Children in programme group reported greater range of literacy experiences than those in control group   uTeachers views( wStrongly welcomed the opportunity to work with families Cautiously positive view about benefits to children and parentsxxw vEffects on parents( Parents reported more confidence, particularly in helping children, but few reports of gains in own literacy. In 10% of families, parents (all mothers) took accredited course based on ORIM.  j,pImpact on children s literacy, measured in  effect size  98( $pImpact on children s literacy, measured in  effect size  98( k)Study 2: Findings#(ORIM helps generate preschool literacy programme Socio-cultural view of development can be shared with parents Parents welcome programme Children s development can be affected (Note that impact is indirect) Most impact is for families with poorly educated mothers l2Z  l2Z9 l2Z####9#&Overall conclusion!_ORIM could be a useful conceptual framework to bridge theory and practice in work with parents.$` l2`#(U/$8 !"#$%&'()*+,./01235679DEFGIJKMNQRSTUV!W"X%Y'Z)[  0` ` ̙33` 333MMM` ff3333f` f` f` 3>?" dd@,|?" dd@   " @ ` n?" dd@   @@``PR    @ ` ` p>> @f(    6`  P `  T Click to edit Master title style! !  0<`   `  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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Q0  {(  x  c $P    / # #" W /,$D0u  <?/  A way of recognising what parents already do A way of understanding what we are trying to change in early childhood work with parents(   @``B  0o ?//`B  0o ?`B  0o ?/`B  0o ?/H  0޽h ? ̙33___PPT10..6Pb+YD~'  = @B D9' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(+:  R0  (  x  c $P    /  #"  ,$D0  <ϊ?/  All learning requires appropriate opportunities. Parents can provide opportunities through materials, space, time, permission. No opportunities, no learning.2  @``B  0o ?//`B  0o ?`B  0o ?/`B  0o ?/H  0޽h ? ̙33___PPT10..6Pb+3D~'  = @B D9' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(+  S0 rj0  (  x  c $hڊP   J /   #" W /,$D0  <݊?/  Learning is facilitated by someone who recognises where the learner is in the ZPD Parents can recognise the lower and upper limits of child s ZPD. They can recognise child s successive approximations to expert performance (sometimes noticing first small steps)2  @``B  0o ?//`B  0o ?`B  0o ?/`B  0o ?/H  0޽h ? ̙33___PPT10..6Pb+P!wD~'  = @B D9' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(+_  T0 )!P (  x  c $<P    / # #" W /,$D0  <?/ ? Learning occurs through interactions, e.g. recruitment to tasks scaffolding marking critical features frustration control managing contingencies providing feedback direct instruction6.-  VV@``B  0o ?//`B  0o ?`B  0o ?/`B  0o ?/H  0޽h ? ̙33___PPT10..6Pb+YD~'  = @B D9' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(+  U0 p u(  x  c $\GP    / # #" F @,$D0o  <N?/ Learners are helped by having role models. Models can help children understand the purpose of expert performance and encourage them to learn. Parents can provide powerful models @``B  0o ?//`B  0o ?`B  0o ?/`B  0o ?/H  0޽h ? ̙33___PPT10..6Pb+YD~'  = @B D9' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(+h 0 nfp(Q(  x  c $dbP   F / Q #"*/,$D0  <Xl?  X   @`   <x?  V    @`  <?   X   @`  <z?   V    @`  <h?   X   @`  <4x?t V    @`  <t?t V    @`  <R?  V    @`  <R?  V    @`  <R?  X   @`  <t7R?  X   @`  <,9R?t X   @`  <JR?t X   @`  <:R?  X   @`  < [R?  X   @`  <]R? V    @`   <dmR? V    @` ! <R?/  SOME EARLY LITERACY STRANDS  @` " <R?/ V    @` # <R?/ V    @``B $ 0o ?//`B % 0o ?`B & 0o ?/`B ' 0o ?/`B ( 0o ?//`B ) 0o ?`B * 0o ?//`B + 0o ? `B , 01 ?`B - 0o ?  `B . 0o ? `B / 01 ? `B 5 0o ?`B 9 0o ?`B H 01 ? `B K 01 ?t`B M 01 ?tH  0޽h ? ̙33___PPT10z..6Pb+ˬDB'  = @B D' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*Q%(+ D0  +8(k(  (x ( c $mP   x / 8( #"*/ ( <r?  X   @` ( <,R?  V    @` ( <R?   X   @` ( <&R?   V    @` ( <R?   X   @`  ( <PR?t V    @`  ( <}R?t V    @`  ( <R?  V    @`$  ( <8R?  JEnvironmental print Packaging Adverts Street signs TV texts Junk mailKK J  @`  ( <n?  X   @` ( <n?  X   @` ( <n?t X   @` ( <n?t X   @` ( <'n?  X   @` ( <0n?  mPrint  @` ( <:n? V    @` ( <TEarly mark making Invented spellilng Writing to communicate ?? &   @`f  8 <j?  Good quality children s books Picture books Story books Non-fictionGG F  @`$  8 <Pj?  JEnvironmental print Packaging Adverts Street signs TV texts Junk mailKK J  @`  8 <j?  X   @` 8 <hj?  X   @` 8 <j?t X   @` 8 <j?t oWriting  @` 8 <Mj?  mBooks  @` 8 <?  mPrint  @` 8 <û? V    @` 8 <4Ļ? V    @` 8 <?/  SOME EARLY LITERACY STRANDS  @` 8 <?/ V    @` 8 <h?/ V    @``B 8 0o ?//`B 8 0o ?`B 8 0o ?/`B 8 0o ?/`B 8 0o ?//`B 8 0o ?`B 8 0o ?//`B 8 0o ? `B  8 01 ?`B !8 0o ?  `B "8 0o ? `B #8 01 ?t`B $8 01 ?t`B %8 01 ?ZB &8 s *1 ?  ZB '8 s *1 ?ZB (8 s *1 ?tt`B )8 0o ?`B *8 0o ?`B ,8 01 ?tH 8 0޽h ? ̙33___PPT10u..6Pb+D='  = @B + G0 p **@(  @x @ c $nP  n ~ / @# #"*/ @ <8j?  X   @` @ <?  V    @` @ <C ?   X   @` @ <F ?   V    @` @ <O ?   X   @`'  @ < Y ?t MStorytelling Vocabulary Phonological awareness Talk about written languageNN M  @`*  @ <Tj ?t >Early mark making Invented spellilng Writing to communicate ?? &   @`f  @ <s ?  Good quality children s books Picture books Story books Non-fictionGG F  @`$  @ <n ?  JEnvironmental print Packaging Adverts Street signs TV texts Junk mailKK J  @`  @ < ?  X   @` @ <d ?  X   @` @ <P ?t u Oral Language   @` @ < ?t oWriting  @` @ <8 ?  mBooks  @` @ <` ?  mPrint  @` @ <H ? V    @` @ < ? V    @` @ < ?/  SOME EARLY LITERACY STRANDS  @` @ < ?/ V    @` @ < ?/ V    @``B @ 0o ?//`B @ 0o ?`B @ 0o ?/`B @ 0o ?/`B @ 0o ?//`B @ 0o ?`B @ 0o ?//`B @ 0o ? `B  @ 01 ?`B !@ 0o ?  `B "@ 0o ? `B #@ 01 ?`B $@ 01 ?`B %@ 01 ?ZB &@ s *1 ?  ZB '@ s *1 ?ZB (@ s *1 ?tt`B )@ 0o ?`B *@ 0o ?H @ 0޽h ? ̙33___PPT10u..6Pb+D='  = @B + V0  >(  r  S  P     S lg   &x V { |H  0޽h ? ̙33___PPT10i.S+D='  = @B +'  0 #&&99%(  x  c $,ҮP   $~ / # #"*/  < ܮ?t  V    @`  <? t V    @`  <?  V    @`  <\?  V    @`  <(?  {Model(  @`   <?  V    @`   <t?t   V    @`   <? t  V    @`   <,$?   V    @`   <?  V    @`  <(?    Interaction(     @`  <@?   V    @`  < ?  mBooks  @`  <H ?  mPrint  @`  <9 ? V    @`   <tZ ? 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V    @` ! <ֵ ?/  EARLY LITERACY STRANDS  @` " < ?/ V    @` # <P ?/ V    @``B $ 0o ?//`B % 0o ?`B & 0o ?/`B ' 0o ?/`B ( 0o ?//`B ) 0o ?`B * 0o ?//`B + 0o ? `B , 01 ?`B - 0o ?  `B . 0o ? `B / 01 ?`B 0 01 ?`B 1 01 ?ZB 2 s *1 ?  ZB 3 s *1 ?ZB 4 s *1 ?tt`B 5 0o ?ZB 6 s *1 ?  ZB 7 s *1 ?  ZB 8 s *1 ?  `B 9 0o ?H  0޽h ? ̙33___PPT10u..6Pb+D='  = @B +' #0  &&9:%(  x  c $ P   $x / : #"*/  < ?t  V    @`  < ? t V    @`  <  ?  V    @`  <+ ?  V    @`  <P6 ?  {Model(  @`   <? ?  V    @`   <H ?t   V    @`   <P ? t  V    @`   6K ?   V    @`   <0c ?  V    @`  <xl ?    Interaction(     @`  <xu ?   V    @`  < ?t   V    @`  < ? t  V    @`  6 ?   V    @`  <h ?  V    @`  < ?    Recognition(     @`  <| ?t  V    @`  <4 ?t  V    @`  6 ?   V    @`  < ?  V    @`  <Ӷ ?   Opportunities(    @`  <ݶ ?   PARENTS PROVIDE&   @`  < ?t u Oral Language   @`  < ?t oWriting  @`  < ?  mBooks  @`  < ?  mPrint  @`  < ? V    @`   < ? V    @` ! << ?/  EARLY LITERACY STRANDS  @` " <) ?/ V    @` # <3 ?/ V    @``B $ 0o ?//`B % 0o ?`B & 0o ?/`B ' 0o ?/`B ( 0o ?//`B ) 0o ?`B * 0o ?//`B + 0o ? `B , 01 ?`B - 0o ?  `B . 0o ? `B / 01 ?`B 0 01 ?`B 1 01 ?ZB 2 s *1 ?  ZB 3 s *1 ?ZB 4 s *1 ?tt`B 5 0o ?ZB 6 s *1 ?  ZB 7 s *1 ?  ZB 8 s *1 ?  `B 9 0o ?H  0޽h ? ̙33___PPT10u..6Pb+D='  = @B +& $0 &%9:%(  x  c $ " P   $x / : #"*/  <lO ?t  V    @`  <O ? t V    @`  6` ?  V    @`  <i ?  V    @`  <`s ?  {Model(  @`   <| ?  V    @`   <( ?t   V    @`   < ? t  V    @`   6 ?   V    @`   <ࡷ ?  V    @`  <ث ?    Interaction(     @`  <4 ?   V    @`  <` ?t   V    @`  <@ ? t  V    @`  6 ?   V    @`  <Hٷ ?  V    @`  < ?    Recognition(     @`  < ?t  V    @`  < ?t  V    @`  6 ?   V    @`  < ?  V    @`  < ?   Opportunities(    @`  < ?   PARENTS PROVIDE&   @`  <& ?t u Oral Language   @`  <$0 ?t oWriting  @`  <09 ?  mBooks  @`  <8B ?  mPrint  @`  <lK ? V    @`   <PT ? V    @` ! <0V ?/  EARLY LITERACY STRANDS  @` " <f ?/ V    @` # <o ?/ V    @``B $ 0o ?//`B % 0o ?`B & 0o ?/`B ' 0o ?/`B ( 0o ?//`B ) 0o ?`B * 0o ?//`B + 0o ? `B , 01 ?`B - 0o ?  `B . 0o ? `B / 01 ?`B 0 01 ?`B 1 01 ?ZB 2 s *1 ?  ZB 3 s *1 ?ZB 4 s *1 ?tt`B 5 0o ?ZB 6 s *1 ?  ZB 7 s *1 ?  ZB 8 s *1 ?  `B 9 0o ?H  0޽h ? ̙33___PPT10u..6Pb+D='  = @B + ' %0 &&9:%(  x  c $ P   $x / : #"*/  <ӷ ?t  V    @`  < ? t V    @`  <0 ?  V    @`  < ?  V    @`  < ?  {Model(  @`   < ?  V    @`   <0 ?t   V    @`   < ? t  V    @`   < ?   V    @`   <t ?  V    @`  < ?    Interaction(     @`  < ?   V    @`  <@ ?t   V    @`  < ? t  V    @`  < ?   V    @`  6 ?  V    @`  < ?    Recognition(     @`  <( ?t  V    @`  <1 ?t  V    @`  <; ?   V    @`  <= ?  V    @`  <(O ?   Opportunities(    @`  <LY ?   PARENTS PROVIDE&   @`  <b ?t u Oral Language   @`  <4l ?t oWriting  @`  <t ?  mBooks  @`  <} ?  mPrint  @`  < ? V    @`   < ? 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Opportunities2. Recognition3. Interaction 4. Modelling1See development in strands - example of literacy1See development in strands - example of literacy1See development in strands - example of literacy1See development in strands - example of literacy1See development in strands - example of literacyThe ORIM frameworkThe ORIM framework6What do parents already do in each cell in framework? Can we add to what parents do?The ORIM frameworkThe ORIM frameworkThe ORIM frameworkThe ORIM frameworkThe ORIM frameworkThe ORIM frameworkThe ORIM frameworkThe ORIM frameworkThe ORIM frameworkCan we affect all cells?!Research questions two studies Study 1: Educators use of ORIMStudy 1: FindingsStudy 2: An intervention 1Programme, based on ORIM framework, consisted ofProgramme evaluation#Measures of childrens developmentImplementation of programmeParents views of programmeChildrens experienceTeachers viewsEffects on parents9Impact on childrens literacy, measured in effect size9Impact on childrens literacy, measured in effect sizeStudy 2: FindingsOverall conclusion Slide 47  Fonts UsedDesign TemplateEmbedded OLE Servers Slide Titles/_h    !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root EntrydO)PicturesMCurrent UserSummaryInformation(PowerPoint Document( DocumentSummaryInformation8Root EntrydO)y+@PicturesMCurrent User&SummaryInformation(_hPCPC