FIELD STUDY 1 LEARNING EPISODE

Learner Diversity: The

FS 1 4
Community and Home
Environment

SPARK Your Interest

Episode 4 provides opportunities for you to have a more in-depth look into the factors that affect
the development of a learner. Focus will be on the early experiences and characteristics of the learner
as described by the family and other significant others. You will also focus how the teachers links with
the community to maximize the learning and development of students.

TARGET Your Intended Learning Outcome

At the end of the Episode, I must be able to:

➢ describe the influencing factors in the home environment that affect the students’ learning;
➢ seek advice concerning strategies that build relationships with parents/guardians and the
wider community (6.2.1); and
➢ identify effective strategies on how teachers can work together with the family.

REVISIT the Learning Essentials

1. Urie Bronfenbrenner’s bio-ecological model presents the learner within the context of layers of
relationship systems that make up the learner’s environment. The layers are:

Microsystem – Mesosystem – Exosystem – Macrosystem – Chronosystem –

includes the the connection the bigger social Outermost layer the element of
structure such as between the system which which includes time, patterns of
one’s family, structures in the includes the city cultural values, stability and
school and microsystem government, the customs and pacing of the
neighborhood workplace and laws child’s everyday
the mass media life.

The model helps the teacher look into every aspect in the learner’s environment to understand his
behavior. The teacher’s important role is not to replace what is missing at home (if any), but to
work so that the school becomes an environment that welcomes and nurtures families. The
teacher works to create a partnership with the family and the community to bring out the best in
every learner.

Learning Episode 4: Learner Diversity: The Community and Home Environment Field Study 1Page 1 of 10
 2. Baumrind’s Parenting Styles

Authoritarian. Parents are very firm with their children and expect unwavering and unquestioning
obedience. Rules are set by parents and misbehavior is met with withdrawal of affection, physical
punishment or threats.

Permissive.Parents are not firm or controlling. They have few expectations. May be warm and
caring but appear to be uninvolved and uninterested.

Rejecting-Neglecting. Parents are disengaged from children. Neither demanding nor responsive
to children. Provide no structure, supervision, support or guidance.

Authoritative. Parents achieve a good blend. They are firm yet loving. Have clear and reasonable
expectations and limits for their children. Treat children with respect and warmth. Make children
understand consequence of their behavior.

Children of:

Authoritarian Parents: are often unhappy, fearful, withdrawn, inhibited, hostile and aggressive.
They have low self-esteem and difficulty with peers.

Permissive Parents: believe that their parents do not care for them. They are often impulsive,
aggressive and lack self-control; may they have low levels of independence and responsibility.

Rejecting-Neglecting Parents: are found to be the least competent in their over-all functioning
and adjustment.

Authoritative Parents: are socially competent, self-reliant, and have greater ability to show self-
control. They have higher self-esteem and are better adjusted.

-Based on Child Development by Santrock, 2004

OBSERVE, ANALYZE, REFLECT

Activity 4.1 Observing learner’s community and home environment

Resource Teacher: ___________________________ Teacher’s Signature ______________ School: ________________

Grade/Year Level: ___________________________ Subject Area: _____________________ Date: _________________

To realize the Intended Learning Outcomes, Iwillwork my way through these steps:

1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner’s characteristics and the community.
3. Conduct a home visit to your selected learner’s residence.
4. Interview the parents about
a. The rules they implement at home concerning their child’s schooling.
b. The learner’s activities and behavior while at home.
5. Write the Learner’s Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experience.

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 OBSERVE

Use the activity form provided for you to document your observations.

An Observation/Interview Guide for Home-School Link

Read the following carefully before you begin to observe/interview. Then write your observation report
on the space provided.

The Learner

1. Make a general observation of the learner. Describe him/her in each of the domains of
development:

• physical-body built and height (thin, chubby, underweight, overweight), level of

physical activity (fast, slow, lethargic, active, etc.)
• social-interaction with teachers and classmates (loner, shy, sociable, friendly, gets into
fights, liked by others, etc.)
• emotional moods, temperament, cries easily, loses temper, happy, shows enthusiasm,
excited, indifferent, etc.)
• cognitive 9appears to understand lessons, copes with the lessons, excels, lags behind,
shows reasoning skills, turns in assignment and requirements, etc.)

interview the Teacher

1. What are the most noticeable characteristics of the learner? (emotional disposition, behavior
and discipline, sense of responsibility, study habits, academic performance, relationship with
peers relationship with adults, social adjustment0s
2. How does the teacher communicate with the parents? How often? What do they discuss? How
do they decide of the best course of action to resolve issues or problems?
3. How does the teacher utilize resources in the community to support the teaching-learning
process? How does the teacher work with the community to meet the needs of the learners?

Interview with Parents

1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family pictures
in the living room, etc.)
2. Use the Interview Questions on the next page. Just ask the questions with which you feel
comfortable.

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Suggested Parent Interview Guide

Your teacher may ask you to use a more detailed interview guide. Be free to translate the questions,
if necessary.

Name of the Learner:

Date of Birth: __________________________________________________ Age: ______________
Grade/Year Level: ______________________________________________ Gender: _____________
Number of Siblings: _____________________________
Birth Order: _______________________________________________________
Parents:
Mother: ___________________________________________________________________________Age: ______________
Occupation: ______________________________ Educational Attainment: __________________________________
Father: ____________________________________________________________________________Age: _____________
Occupation: ______________________________ Educational Attainment: __________________________________

Learner’s Physical Aspect:

Health
1. Mother’s Health during pregnancy with the learner:
2. Ailments or health problems of the learner as a child:
3. Age of the learner when he started to walk/talk:
4. Food preferences of the learner as a child and at present:
5. Who tool care of him/her as a child?

Learner’s Social Aspect:

1. Describe your child’s sociability (friendly, outgoing or shy, loner).
2. Who were the learner’s playmates?
3. As a child then, was he/she allowed play outside?
4. Is he/she allowed to go out with friends?
5. Do you have rules for him/her to follow regarding going out?
6. What are these rules?
Emotional-Moral
1. What are your expectations of your child?
2. How do you provide a nurturing environment for your child?
3. Does your child go to you when she/he feels down has a problem? What do you do to meet
his/her emotional needs?
4. What do you do when he/she is not successful in something?
How do you discipline your children?
1. Do you have rules in the house? What are they?
2. How do you impose the rules?
3. What are the consequences of breaking the rules?
Learner’s Cognitive Aspect:
1. What are the child’s interests?
2. What is he/she good at in school?
3. In what subject/s does he/she have difficulty?
4. How do you monitor his/her performance in school? How do you motivate him/her?
5. Do you have rules at home to help him develop good study habits?
6. What are these rules? How are they implemented?

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 After you have gathered all the necessary data. Write the learner’s development profile using the
outline below. Type the profile on a separate sheet and attached it to this learning Episode.

THE LEARNER’S DEVELOPMENT PROFILE (Outline)

The Learners Development Profile

Name of the Learner ________________________________________________________________________________
School ______________________________________________________________________________________________
Date of Home Visit ___________________________________________________________________________________
Date of Birth: _________________________________________________ Age: __________________________________
Grade/Year Level: _______________________________________ Gender: ___________________________________

Family Profile
Number of Siblings:
Birth Order:
Parent –
Mother: __________________________________________________________________ Age: _____________________
Occupation: __________________________________________ Educational Attainment: _____________________
Father: ___________________________________________________________________ Age: ______________________
Occupation: __________________________________________ Educational Attainment: ______________________

Physical Development
In paragraph form, describe the physical development of the learner. Combine the
teacher’s, parents’ responses, and your own observations.

Social Development
In paragraph form, describe the social development of the learner. Combine the teacher’s,
parents’ responses, and your own observations.

Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner. Combine the
teacher’s, parents’ responses, and your own observations.

Cognitive Development
In paragraph form, describe the cognitive development of the learner. Combine the
teacher’s, parents’ responses, and your own observations.

Findings
Write here your salient findings about the learner.

Conclusions
Write your conclusions after you have analyzes the impact of the school and the home on
the learner’s development, the questions in the Your Analysis portion of this learning episode
can help you.

Recommendations
Write your recommendations.

Learning Episode 4: Learner Diversity: The Community and Home Environment Field Study 1Page 5 of 10
 ANALYZE

Your findings and recommendations in the Learner Development Profile will help you answer the
question here.

1. From your home visit and interview, what do you think is the style of Baumrind’s Parenting Styles

parenting experienced by the learner? Explain your answer. Authoritarian. Parents are very firm with
their children and expect unwavering
and unquestioning obedience. Rules are
set by parents and misbehavior is met
with withdrawal of affection, physical
punishment or threats.

Permissive. Parents are not firm or

controlling. They have few expectations.
May be warm and caring but appear to
be uninvolved and uninterested.

Rejecting-Neglecting. Parents are

disengaged from children. Neither
2. Relating your data with what you learned from child development, demanding nor responsive to children.
Provide no structure, supervision, support
what family factors do you think contribute to the development and or guidance.
over-all adjustment of the learners in school?
Authoritative. Parents achieve a good
blend. They are firm yet loving. Have
clear and reasonable expectations and
limits for their children. Treat children with
respect and warmth. Make children
understand consequence of their
behavior.

Children of:
Authoritarian Parents: are often
unhappy, fearful, withdrawn,
inhibited, hostile and aggressive. They
have low self-esteem and difficulty
with peers.

3. Does the communication between the home-school have an effect Permissive Parents: believe that their
on the learner? If yes, what are these effects? parents do not care for them. They
are often impulsive, aggressive and
lack self-control; may they have low
levels of independence and
responsibility.

Rejecting-Neglecting Parents: are

found to be the least competent in
their over-all functioning and
adjustment.

Authoritative Parents: are socially

competent, self-reliant, and have
greater ability to show self-control.
They have higher self-esteem and are
better adjusted.
4. How can the teacher partner with the community to contribute to
the development and learning of the students? Who are the people -Based on Child
Development by
or which institutions can the teacher tap to seek advice regarding Santrock, 2004
the development and learning of students.

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 REFLECT

1. Reflect on your own development as a child. What type of parenting did you experience? How did
it affect you?
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2. As a future teacher, how would you establish good home-school collaboration? How can you work
well with the parents? How can you hep them? How can they help you?
_________________________________________________________________________________________________
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Learning Episode 4: Learner Diversity: The Community and Home Environment Field Study 1Page 7 of 10
 LINK Theory to Practice

Directions: Read items given below and encircle the correct answer.

1. Which are most likely the kind of children raised by authoritarian parents?

I. Fearful
II. Inhibited
III. Hostile
IV. Withdrawn

A. I and II C. II and III

B. I, II and III D. I, II, III and IV

2. If a child was raised by authoritative parents, how will most likely will he/she behave in class?
A. Relates well to classmates
B. Is suspicious of others
C. Quarrels often with classmates
D. Has low level of independence

3. Which parenting style/s contribute/s to the development of children who have low level of
responsibility?

A. Authoritarian C. Permissive
B. Authoritative D. Neglecting and permissive

Learning Episode 4: Learner Diversity: The Community and Home Environment Field Study 1Page 8 of 10
 COLOR
SHOW Your Learning Artifacts
YOUR WORD

1. Make an artistic,
1. colorful, and
visual expression
of your insights or
feelings about
the influence of
the home and
school and
community to
the learner

Then, write a few

statements on the
space below about
your visual art

STICK WITH
ACROSTIC…
2.

2. Make a
H- C- reflection
O- O– acrostic about
M- M– the home,
E- M– school and
U– community link.
N–
S– I–
C– T–
H– Y–
O–
O–
L–

L-
I–
N–
K–

Learning Episode 4: Learner Diversity: The Community and Home Environment Field Study 1Page 9 of 10
 EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 4 – Learner Diversity: The Community and
Home Environment

Learning Outcome: Describt the influencing factors in the home environment that affect the students’
learning: ● seek advice concerning strategies that build relationships with parents/ guardians and the wider
community (6.2.1); and ● identify effective strategies on how teachers can work together with the family.

Name of FS Student ____________________________________________________ Date Submitted ________________

Year & Section ____________________________________ Course _____________________________________________

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode 4 3 2 1
Accomplished All One (1) to two (2) Three (3) Four (4) or more
Observation observations/tasks observation observation observation
Sheet completely questions/ tasks questions/tasks questions/tasks not
answered/ not answered/ not answered/ answered/ accomplished.
accomplished accomplished accomplished.
Analysis All questions were Al questions were Questions were Four (4) or more
answered answered not answered observation questions
completely; completely; completely; were not answered;
answers are with answers are answers are not answers not connected to
depth and are clearly clearly theories; more than four
thoroughly connected to connected to (4) grammatical/ spelling
grounded on theories; theories; one (1) errors.
theories; grammar grammar and to three (3)
and spelling are spelling are free grammatical/
free from error. from errors. spelling errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and shallow rarely
clear; supported depth; supported shallow; supported by what were
by what were by what were somewhat observed and analyzed.
observed and observed and supported by
analyzed. analyzed. what were
observed and
analyzed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not reflected
Artifacts reflected on in the reflected on in reflected on in on in the context of the
context of the the context of the the context of the learning outcomes; not
learning learning learning complete; not organized,
outcomes; outcomes. outcomes. not relevant.
Complete, well- Complete; well- Complete, not
organized, highly organized, very organized,
relevant to the relevant to the relevant to the
learning outcome. learning learning
outcome. outcome.
Submission Submitted before Submitted on the Submitted a day Submitted two (2) days or
the deadline deadline after the deadline more after the deadline
COMMENT/S Over-all Score: Rating: (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.5 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

_______________________________________ ___________________
Signature of FS Teacher above Printed Name Date

Learning Episode 4: Learner Diversity: The Community and Home Environment Field Study 1Page 10 of 10