Page 24 - The Inquiry into the Development and Implementation of a Multimedia Resource to Help Improve Parental Involvement in Their Child’s Reading Literacy During the Primary School Years.

Types of Involvement (1987; Conners & Epstein, 1995; Epstein & Sanders, 2002).

This seminal framework was first established at the beginning of the 1990s and was
inspired by the ecological model of Bronfenbrenner (1979, 1986). Epstein’s model is

still relevant today and is among the most globally accepted frameworks in its field,
used by educational institutions internationally. It demonstrates how the school,

parents and school communities can work together in order to create a positive

learning environment for the pupils (Mattingly et al. 2002). The framework model
assists educators in developing school and family partnership programmes.

According to Epstein, to improve parental involvement schools and teachers should
assist in integrating the following:

1. Parenting - help all families establish home environments to support

children as students.
2. Communicating - open the lines of communication between the home and

the school.
3. Volunteering - enable parents in school volunteer opportunities such as a

guided reading session or pupil support in school.
4. Learning at home - parents to help with reading at home and homework.

5. Decision making - parents given a voice for decision-making at school in

areas such as Curriculum, Reading Material, Fundraising.
6. Community collaborations - play a significant role in the education,

development and well-being of students such as becoming a member of the
local community library.

Furthermore, Epstein’s (2001) ‘Overlapping Spheres of Influence’ model explains
how children learn and develop using three overlapping spheres of influence: family,

school, and community. Although these three spheres function separately, they must
also form partnerships to best meet the learning needs of the child. Epstein believes

that children must be surrounded by a variety of learning environments. These

environments should complement each other and include family, schools, local
community activities and clubs, libraries and other community-based establishments.

The model demonstrates how complementary learning will deliver a more consistent
learning experience for the child.

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