Families, Schools, and Communities Together for Young Children

Name: Families, Schools, and Communities Together for Young Children
Price: 35.63 USD
Availability: InStock
ISBN: 9781401827663

ISBN-10: 1401827667

ISBN-13: 9781401827663

Edition: 2nd 2004

Authors: Donna Couchenour, Kent Chrisman

List price: $109.95

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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…

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

Foreword	p. x
Preface	p. xiii
Understanding Families
A Theory-based Approach to Family Involvement in Early Childhood Education	p. 2
The Importance of Families in Children's Lives	p. 3
Contextualist Theories	p. 4
Bronfenbrenner's Bioecological Theory	p. 6
Vygotsky's Dialectical Theory	p. 8
Family Systems Theory	p. 10
Implications for Practice in Early Childhood Education	p. 13
Guidelines for Developmentally Appropriate Practice (DAP)	p. 13
Key Characteristics of Early Childhood Programs Practicing Inclusion	p. 14
National Accreditation Guidelines	p. 14
Family Support Movement	p. 16
Understanding Family Diversity	p. 20
Contextualist Theories and Family Differences	p. 21
Ways in Which Families Are Different	p. 22
Ethnicity, Race, and Culture	p. 22
Economic Differences in Families	p. 25
Gender Role Identity	p. 29
Families and Religiosity	p. 35
Geographic Region	p. 37
Application to Early Childhood Education Programs	p. 38
Celebrating Diversity	p. 38
Inclusiveness	p. 38
Ethical Considerations	p. 9
Relating Diversity to Developmentally Appropriate Practice	p. 39
Accreditation Guidelines	p. 40
Family Support Principles	p. 40
Developmental Issues in Families with Young Children	p. 44
Theoretical Foundation	p. 45
Bioecological Theory	p. 45
Family Systems Theory	p. 46
Family Issues	p. 46
Transition to Parenthood	p. 46
Sibling Relationships	p. 46
Work and Family	p. 50
Child Care	p. 54
Extended Family Relationships	p. 56
Practical and Ethical Considerations	p. 59
Family Support Principles	p. 59
Code of Ethical Conduct	p. 60
Family Strengths, Family Functions, and Family Structure	p. 64
Introduction	p. 65
Defining Family Strengths, Functions, and Structure	p. 65
Bioecological Theory	p. 66
Family Systems Theory	p. 67
Family Strengths	p. 69
What Makes a Family Strong?	p. 69
What Factors Support Family Strengths?	p. 69
Resilient Children	p. 70
Family Functions	p. 71
Historical and Contemporary Purposes of Families	p. 71
Causes of Change in Family Functions	p. 72
Family Law	p. 73
Family Structure	p. 74
Variations in Family Form	p. 74
The Meaning of Birth Order	p. 76
Application of Chapter Information	p. 77
Family Support	p. 77
Early Childhood Programs	p. 77
Partnership for Family Involvement in Education	p. 78
Parenting	p. 84
Bioecological theory	p. 85
What Affects Parenting?	p. 85
Microsystem Effects	p. 85
Exosystem and Macrosystem Effects	p. 85
Chronosystem Effects	p. 86
Ways to Parenthood	p. 86
Biological and Fertility Alternatives	p. 86
Blended Families	p. 87
Adoption	p. 88
Grandparents As Parents	p. 89
Responsibilities of Parenthood	p. 91
Economic	p. 91
Nurturance and Child Care	p. 91
Attachment and Socialization	p. 92
Building and Maintaining Relationships	p. 92
Character Education and Spirituality	p. 93
Collaborating with Societal Institutions	p. 93
Parenting Styles	p. 93
Authoritative	p. 94
Permissive	p. 94
Authoritarian	p. 94
Trends in Beliefs about Discipline Strategies	p. 95
Mothers and Fathers	p. 95
Differences in Parenting	p. 95
Capabilities of Mothers and Fathers	p. 96
Stay-at-Home Fathers	p. 96
Parenting Beliefs	p. 96
Child Development and the Role of Children in Families	p. 96
Interactions with Early Childhood Educators	p. 97
Family Stress	p. 100
Family Systems Theory	p. 101
The Circumplex Model and Family Coping	p. 101
Horizontal Stressors	p. 101
Families and Unpredictable Stressors	p. 102
Family Violence	p. 102
High Level of Conflict Inherent in Family Life	p. 102
Gender and Age Differences	p. 102
Involuntary Membership	p. 102
Family Privacy	p. 103
Increasing Conflict Leads to Violence	p. 103
Gender Inequality	p. 103
Society's Sanction of Violence	p. 103
Early Training in Family Violence	p. 103
Multiple Causes	p. 103
A Particular Form of Family Violence: Child Abuse	p. 104
Resources for Information about Child Abuse and Neglect	p. 109
Substance Abuse in Families	p. 109
Marital Transitions and Single Parenting	p. 110
Homeless Families	p. 112
Resources for Working with Homeless Families	p. 114
Families and Children with Disabilities	p. 114
Families and Children with Serious Illness	p. 117
Immigrant Families	p. 120
Migrant Families	p. 121
Children of Incarcerated Parents	p. 122
The Role of Early Childhood Educators	p. 123
Practice
A Family-based Philosophy in Early Childhood Education	p. 130
Rationale for a Family-based Philosophy in Early Childhood Education	p. 131
The Example Set by Head Start	p. 131
Families in a Democracy	p. 133
Rights and Responsibilities of Parents	p. 133
Continuity	p. 133
From Home to School	p. 133
Transitions during the Day	p. 134
Transitioning from Preschool to Kindergarten	p. 136
Home Visiting	p. 136
Family Support	p. 138
Responsibilities of Home and School	p. 138
Empowering Parents	p. 138
Linking Parents and Teachers	p. 139
Parents as Consumers of Children's Education	p. 139
Supporting School Policy and Families	p. 140
A Framework for School, Family, and Community Partnerships	p. 141
National Standards from the PTA	p. 141
Professionalism in Family-based Early Education	p. 143
Embracing Diversity	p. 144
Observing and Appreciating Differences	p. 145
Anti-bias Curriculum	p. 146
Understanding That Many Ways of Relating to Children Can Serve Them Well	p. 147
Evaluating the Family Involvement Component in Early Education	p. 147
Family-Staff Relationships	p. 154
Building Relationships	p. 155
Attitudes	p. 155
Practices	p. 155
Written Communication	p. 155
Communication In-Person	p. 155
Ongoing Communication	p. 158
One-Way Communication	p. 158
Newsletters	p. 158
Notes	p. 158
Announcements	p. 158
Daily Information Sheets	p. 159
Two-Way Communication	p. 160
Planned Conferences	p. 160
Unplanned Conferences	p. 162
Phone Calls	p. 162
Journaling	p. 163
Electronic Mail	p. 164
Home Visits	p. 164
Effective Interpersonal Communication	p. 164
Active Listening	p. 164
Reflecting	p. 166
I-Messages and We-Messages	p. 166
Nonverbal Communication	p. 168
Guidelines for Giving and Receiving Criticism	p. 169
Assertiveness versus Aggression	p. 170
Conflict Resolution	p. 170
Some Ineffective and Inappropriate Practices to Avoid in Interpersonal Communication	p. 172
Helpful Attitudes for Effective Interpersonal Communication	p. 172
Parent Education and Family Life Education	p. 176
Bioecological Theory	p. 177
Philosophy about Programs of Parent Education	p. 178
Assessing Needs and Effects	p. 178
Format of Programs	p. 179
Methods of Parent Education	p. 181
Parent Education Packages	p. 181
Parent Education Books	p. 183
Parents as Teachers (PAT)	p. 184
Home Instruction Program for Preschool Youngsters (HIPPY)	p. 187
Family Life Education	p. 188
The Role of Early Childhood Educators in Parent Education and Family Life Education	p. 189
Topics for Parent Education	p. 190
The Value of Play for Young Children	p. 190
What Is Developmentally Appropriate Practice?	p. 191
Positive Guidance	p. 192
Limiting Television	p. 193
Homework	p. 194
Healthy Sexuality Development	p. 194
Early Brain Devlopment	p. 195
Family Literacy	p. 195
Early Childhood Educators in the Community	p. 198
Bioecological Theory	p. 199
Community Involvement in Early Childhood Education	p. 200
Local School Boards	p. 200
Reasons to Encourage Family Involvement in Local School Boards	p. 201
Boards of Trustees and Advisory Boards	p. 203
Caring Communities	p. 203
Referring Children for Additional or Varying Services	p. 204
Program Models	p. 205
Head Start	p. 205
Comer Schools	p. 206
Early Intervention	p. 206
Preschool Inclusion	p. 209
Other Models	p. 209
Instructional Support Teams	p. 209
United Way's Focus on Our Future	p. 209
Project Even Start	p. 211
Interdisciplinary Collaboration	p. 211
Benefits	p. 211
Challenges	p. 211
Family-Centered Interprofessional Collaboration	p. 211
The Business Community	p. 212
Professionalism in Early Childhood Education	p. 212
Knowledge Base	p. 212
Continuing Professional Development	p. 213
Community Update	p. 213
The Movement to Leave No Child Behind	p. 214
Case Studies	p. 217
Web Sites for Professional Development	p. 231
NAEYC Code of Ethical Conduct and Statement of Commitment	p. 239
National Academy of Early Childhood Programs Accreditation Criteria	p. 247
National Education Goals	p. 251
Professional Preparation Guidelines for Early Childhood Education	p. 255
NAEYC Position Statement on Child Abuse Prevention	p. 267
Glossary	p. 277
Index	p. 287
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