This document discusses engaging multi-age families in learning. It defines family using Bronfenbrenner's ecological model and identifies characteristics of strong families like shared values and quality time. The document explores how family leisure activities can foster cohesion and notes challenges in involving families. It provides strategies for designing family programs, assessing family engagement, and reaching disengaged families. The goal is collaborating across fields to build nature-engaged families through the role of Extension.
6. Bronfenbrenner’s ecological model
Macrosystems
Exosystem
WORK
Mesosystem
FAMILY
Microsystem
MEDIA
CHILD NEIGHBORS
PEERS
SCHOOL
Chronosystem
Changes in persons or
environments over time
IDEOLOGY, LAWS, CUSTOMS
7. Characteristics of strong families
• Appreciation
• Democratic Decision‐Making
• Flexibility
• Communication
• Shared Values
• Quality Time Together
• Connections with Others
8. Family Leisure Strong Families
• Co‐participation in leisure activities is positively
related to family satisfaction, family interaction,
and family stability.
(Orthner & Mancini 1990, Freeman & Zabriskie 2002, West & Merriam, 2009)
• Through leisure activities, families establish
meaningful traditions and routines, which
facilitates the transmission of values. (Friesen 1990)
9. Adventure Model
Kind of environment
Level of Structure
TODDLER
Risk Perception
TEEN
Risk
PARENT
PARENT
Competence
Skill & Experience
Frequency of Participation
-Ewert & Hollenhorst
10. Leisure is challenging
• Families have gatekeepers. Mothers actively
screen or qualify the program opportunity before allowing the child
to become involved in the final stage of the purchase decision.
(Howard & Madrigal 1990)
• Leisure is more difficult for Moms.
Mothers have a harder time enjoying family leisure, while fathers
may find it easier to use this time for diversion and self‐expression.
(Larson, Gillman & Richards 1997)
• Reasons to participate vary. Parents may
perceive museums as places to learn and spend quality time with
children . (Dierking, Luke, Foat, Adelman 2001)
13. Home is where it is…
Home and
Community
Family 53%
Sleep
33%
School
14%
-National Research Council
How People Learn
14. Family involvement:
• Many programs lack a family involvement
component.
• Programs face challenges in involving families.
• Programs use a variety of strategies to involve
families.
• Family involvement in programs leads to family
involvement in schooling.
• Family involvement adds value to programs.
15. Effectiveness of family involvement
depends on:
• Levels of family participation in programs.
• Programs’ success in communicating and building
relationships.
• Improvement in families’ engagement with
program.
• Value added to programs by engaging families.
16. Reaching disengaged families
“The difference between parents who
participate and those who do not is that
those who do have recognized that they
are a critical part in their children’s
education.”
(Delgado‐Gaitan,1991)
17. Designing for families
• Families don’t follow lesson plans
• Design services for whole families
• Provide opportunities for families to “break away” from
main activity flow
• Support adults/youth in mentoring each other
• Design opportunities to facilitate social/physical
interactions
• Let adults know about resources and ideas for
continuing learning at home
18. Self Assessment: Engaging Families
• Consider the ways in which you engage
families.
• How can you be more effective in the
future?
• Describe 5 action steps to reach out and
support families.
