Families, Schools, and Communities Together for Young Children

ISBN-10: 1401827667
ISBN-13: 9781401827663
Edition: 2nd 2004
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Description: Families, Schools and Communities: Together for Young Children is the best resource available for understanding how to implement family involvement programs and to support families with young children, leading to strong schools and communities.  More...

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Book details

List price: $109.95
Edition: 2nd
Copyright year: 2004
Publisher: Delmar Cengage Learning
Publication date: 8/22/2003
Binding: Paperback
Pages: 320
Size: 8.00" wide x 9.25" long x 0.50" tall
Weight: 1.100
Language: English

Families, Schools and Communities: Together for Young Children is the best resource available for understanding how to implement family involvement programs and to support families with young children, leading to strong schools and communities. Since evidence continues to grow that family involvement in schools supports children?s success, this is a valuable resource for pre-service and in-service teachers, administrators and programs. The text presents current research and best practices in a reader-friendly format that puts practical application within easy reach. It uses a number of techniques for imparting this information to the reader. A new on-line resource features topical issues discussed by parents and family members, adding emotion from real-life family events to the context. A new case study focusing on standardized testing in grades K-3 brings more meaning to this subject than is generally presented in other formats. And, a wealth of recommended Web sites relevant to specific chapters are listed in sidebars for easy reference.

Forewordp. x
Prefacep. xiii
Understanding Families
A Theory-based Approach to Family Involvement in Early Childhood Educationp. 2
The Importance of Families in Children's Livesp. 3
Contextualist Theoriesp. 4
Bronfenbrenner's Bioecological Theoryp. 6
Vygotsky's Dialectical Theoryp. 8
Family Systems Theoryp. 10
Implications for Practice in Early Childhood Educationp. 13
Guidelines for Developmentally Appropriate Practice (DAP)p. 13
Key Characteristics of Early Childhood Programs Practicing Inclusionp. 14
National Accreditation Guidelinesp. 14
Family Support Movementp. 16
Understanding Family Diversityp. 20
Contextualist Theories and Family Differencesp. 21
Ways in Which Families Are Differentp. 22
Ethnicity, Race, and Culturep. 22
Economic Differences in Familiesp. 25
Gender Role Identityp. 29
Families and Religiosityp. 35
Geographic Regionp. 37
Application to Early Childhood Education Programsp. 38
Celebrating Diversityp. 38
Inclusivenessp. 38
Ethical Considerationsp. 9
Relating Diversity to Developmentally Appropriate Practicep. 39
Accreditation Guidelinesp. 40
Family Support Principlesp. 40
Developmental Issues in Families with Young Childrenp. 44
Theoretical Foundationp. 45
Bioecological Theoryp. 45
Family Systems Theoryp. 46
Family Issuesp. 46
Transition to Parenthoodp. 46
Sibling Relationshipsp. 46
Work and Familyp. 50
Child Carep. 54
Extended Family Relationshipsp. 56
Practical and Ethical Considerationsp. 59
Family Support Principlesp. 59
Code of Ethical Conductp. 60
Family Strengths, Family Functions, and Family Structurep. 64
Introductionp. 65
Defining Family Strengths, Functions, and Structurep. 65
Bioecological Theoryp. 66
Family Systems Theoryp. 67
Family Strengthsp. 69
What Makes a Family Strong?p. 69
What Factors Support Family Strengths?p. 69
Resilient Childrenp. 70
Family Functionsp. 71
Historical and Contemporary Purposes of Familiesp. 71
Causes of Change in Family Functionsp. 72
Family Lawp. 73
Family Structurep. 74
Variations in Family Formp. 74
The Meaning of Birth Orderp. 76
Application of Chapter Informationp. 77
Family Supportp. 77
Early Childhood Programsp. 77
Partnership for Family Involvement in Educationp. 78
Parentingp. 84
Bioecological theoryp. 85
What Affects Parenting?p. 85
Microsystem Effectsp. 85
Exosystem and Macrosystem Effectsp. 85
Chronosystem Effectsp. 86
Ways to Parenthoodp. 86
Biological and Fertility Alternativesp. 86
Blended Familiesp. 87
Adoptionp. 88
Grandparents As Parentsp. 89
Responsibilities of Parenthoodp. 91
Economicp. 91
Nurturance and Child Carep. 91
Attachment and Socializationp. 92
Building and Maintaining Relationshipsp. 92
Character Education and Spiritualityp. 93
Collaborating with Societal Institutionsp. 93
Parenting Stylesp. 93
Authoritativep. 94
Permissivep. 94
Authoritarianp. 94
Trends in Beliefs about Discipline Strategiesp. 95
Mothers and Fathersp. 95
Differences in Parentingp. 95
Capabilities of Mothers and Fathersp. 96
Stay-at-Home Fathersp. 96
Parenting Beliefsp. 96
Child Development and the Role of Children in Familiesp. 96
Interactions with Early Childhood Educatorsp. 97
Family Stressp. 100
Family Systems Theoryp. 101
The Circumplex Model and Family Copingp. 101
Horizontal Stressorsp. 101
Families and Unpredictable Stressorsp. 102
Family Violencep. 102
High Level of Conflict Inherent in Family Lifep. 102
Gender and Age Differencesp. 102
Involuntary Membershipp. 102
Family Privacyp. 103
Increasing Conflict Leads to Violencep. 103
Gender Inequalityp. 103
Society's Sanction of Violencep. 103
Early Training in Family Violencep. 103
Multiple Causesp. 103
A Particular Form of Family Violence: Child Abusep. 104
Resources for Information about Child Abuse and Neglectp. 109
Substance Abuse in Familiesp. 109
Marital Transitions and Single Parentingp. 110
Homeless Familiesp. 112
Resources for Working with Homeless Familiesp. 114
Families and Children with Disabilitiesp. 114
Families and Children with Serious Illnessp. 117
Immigrant Familiesp. 120
Migrant Familiesp. 121
Children of Incarcerated Parentsp. 122
The Role of Early Childhood Educatorsp. 123
Practice
A Family-based Philosophy in Early Childhood Educationp. 130
Rationale for a Family-based Philosophy in Early Childhood Educationp. 131
The Example Set by Head Startp. 131
Families in a Democracyp. 133
Rights and Responsibilities of Parentsp. 133
Continuityp. 133
From Home to Schoolp. 133
Transitions during the Dayp. 134
Transitioning from Preschool to Kindergartenp. 136
Home Visitingp. 136
Family Supportp. 138
Responsibilities of Home and Schoolp. 138
Empowering Parentsp. 138
Linking Parents and Teachersp. 139
Parents as Consumers of Children's Educationp. 139
Supporting School Policy and Familiesp. 140
A Framework for School, Family, and Community Partnershipsp. 141
National Standards from the PTAp. 141
Professionalism in Family-based Early Educationp. 143
Embracing Diversityp. 144
Observing and Appreciating Differencesp. 145
Anti-bias Curriculump. 146
Understanding That Many Ways of Relating to Children Can Serve Them Wellp. 147
Evaluating the Family Involvement Component in Early Educationp. 147
Family-Staff Relationshipsp. 154
Building Relationshipsp. 155
Attitudesp. 155
Practicesp. 155
Written Communicationp. 155
Communication In-Personp. 155
Ongoing Communicationp. 158
One-Way Communicationp. 158
Newslettersp. 158
Notesp. 158
Announcementsp. 158
Daily Information Sheetsp. 159
Two-Way Communicationp. 160
Planned Conferencesp. 160
Unplanned Conferencesp. 162
Phone Callsp. 162
Journalingp. 163
Electronic Mailp. 164
Home Visitsp. 164
Effective Interpersonal Communicationp. 164
Active Listeningp. 164
Reflectingp. 166
I-Messages and We-Messagesp. 166
Nonverbal Communicationp. 168
Guidelines for Giving and Receiving Criticismp. 169
Assertiveness versus Aggressionp. 170
Conflict Resolutionp. 170
Some Ineffective and Inappropriate Practices to Avoid in Interpersonal Communicationp. 172
Helpful Attitudes for Effective Interpersonal Communicationp. 172
Parent Education and Family Life Educationp. 176
Bioecological Theoryp. 177
Philosophy about Programs of Parent Educationp. 178
Assessing Needs and Effectsp. 178
Format of Programsp. 179
Methods of Parent Educationp. 181
Parent Education Packagesp. 181
Parent Education Booksp. 183
Parents as Teachers (PAT)p. 184
Home Instruction Program for Preschool Youngsters (HIPPY)p. 187
Family Life Educationp. 188
The Role of Early Childhood Educators in Parent Education and Family Life Educationp. 189
Topics for Parent Educationp. 190
The Value of Play for Young Childrenp. 190
What Is Developmentally Appropriate Practice?p. 191
Positive Guidancep. 192
Limiting Televisionp. 193
Homeworkp. 194
Healthy Sexuality Developmentp. 194
Early Brain Devlopmentp. 195
Family Literacyp. 195
Early Childhood Educators in the Communityp. 198
Bioecological Theoryp. 199
Community Involvement in Early Childhood Educationp. 200
Local School Boardsp. 200
Reasons to Encourage Family Involvement in Local School Boardsp. 201
Boards of Trustees and Advisory Boardsp. 203
Caring Communitiesp. 203
Referring Children for Additional or Varying Servicesp. 204
Program Modelsp. 205
Head Startp. 205
Comer Schoolsp. 206
Early Interventionp. 206
Preschool Inclusionp. 209
Other Modelsp. 209
Instructional Support Teamsp. 209
United Way's Focus on Our Futurep. 209
Project Even Startp. 211
Interdisciplinary Collaborationp. 211
Benefitsp. 211
Challengesp. 211
Family-Centered Interprofessional Collaborationp. 211
The Business Communityp. 212
Professionalism in Early Childhood Educationp. 212
Knowledge Basep. 212
Continuing Professional Developmentp. 213
Community Updatep. 213
The Movement to Leave No Child Behindp. 214
Case Studiesp. 217
Web Sites for Professional Developmentp. 231
NAEYC Code of Ethical Conduct and Statement of Commitmentp. 239
National Academy of Early Childhood Programs Accreditation Criteriap. 247
National Education Goalsp. 251
Professional Preparation Guidelines for Early Childhood Educationp. 255
NAEYC Position Statement on Child Abuse Preventionp. 267
Glossaryp. 277
Indexp. 287
Table of Contents provided by Ingram. All Rights Reserved.

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