A Fundamental Role in Developing Higher Levels of Family Integration

125). In order to uphold higher quality partnership programs, such schools were active in implementing parent-child synergetic homework, higher levels of parent volunteering across lodge programs, and twisting parents to a higher degree on school and community decision- do committees, (Sheldon & new wave Voorhis, 2004). The results of the study illustrate that schools play a organic role in developing higher levels of family integration in school activities, community activities and student breeding.

In Involvement counts, Sheldon and Epstein (2005) examined the affiliation between specific family, community involvement activities, and student achievement. Sheldon and Epstein (2005, p. 196) put forward that family integration in community activities, school activities, and student learning outside of school "?improve students' mathematics skills and overall faculty member achievement." Elementary schools were shown to be most adept at soliciting domiciliate from parents for community and outside of school academic activities, particularly activities that promoted interactive parent-student learning.

Both of these studies refer to the Early Childhood Family Education (ECFE) Program, a universal entitlement that is open to all families with children from birth through chief(a) school. The program funds education and awareness prog

rams for parents that promote services involving parents and children. These programs are aimed at promoting "social, stirred, and somatogenic" development of young children and integrating them and their families into school and community programs (Sheldon & Van Voorhis, 2004, p. 140).

Other grants and services that promote family integration at a young age are implemented by The pew Charitable Trusts Children's Initiatives, Grants for Family Service at Community Based Collaborations, and spare state and federally funded programs aimed at increasing family integration in the community.

Both Sheldon and Epstein (2005) and Sheldon and Van Voorhis (2004) argue that the most important part for integrating family into community is the support of parents and collaboration between parents and schools. This is trustworthy both for school programs and programs outside of school that promote social, emotional and physical development of children. Obstacles abound to eliciting such volunteering and support, from single-parent working households with fiddling time to a lack of trust and difficulty making behavior changes (Sheldon and Epstein, 2005). Likewise, cultural differences are often a breastwork for those schools and communities who have not made outreach efforts to involve families from divergent cultures and backgrounds, with different values, beliefs, and ideas. As Sheldon and Van Voorhis (2004, p. 141) assert, more cultural sensitive attention deficit disorder to the quality of involvement programs that lead to higher educational outcomes among children from families incorporate
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