Prelims
Family Involvement in Early Education and Child Care
ISBN: 978-1-78635-408-2, eISBN: 978-1-78635-407-5
ISSN: 0270-4021
Publication date: 11 November 2016
Citation
(2016), "Prelims", Sutterby, J.A. (Ed.) Family Involvement in Early Education and Child Care (Advances in Early Education and Day Care, Vol. 20), Emerald Group Publishing Limited, Leeds, pp. i-xii. https://doi.org/10.1108/S0270-402120160000020008
Publisher
:Emerald Group Publishing Limited
Copyright © 2017 Emerald Group Publishing Limited
Half Title Page
FAMILY INVOLVEMENT IN EARLY EDUCATION AND CHILD CARE
Series Page
ADVANCES IN EARLY EDUCATION AND DAY CARE
Series Editor: John A. Sutterby
Volumes 1–4 Series Editor: Sally Kilmer
Volumes 5–14 Series Editor: Stuart Reifel
Recent Volumes:
| Volume 10: | Foundations, Adult Dynamics, Teacher Education and Play – Edited by Stuart Reifel |
| Volume 11: | Early Education and Care, and Reconceptualizing Play – Edited by Stuart Reifel |
| Volume 12: | Bridging the Gap between Theory, Research and Practice: The Role of Child Development Laboratory Programs in Early Childhood Education – Edited by Brent A. McBride and Nancy E. Barbour |
| Volume 13: | Social Contexts of Early Education, and Reconceptualizing Play (II) – Edited by Stuart Reifel and Mac H. Brown |
| Volume 14: | Practical Transformations and Transformational Practices: Globalization, Postmodernism, and Early Childhood Education – Edited by Sharon Ryan and Susan Grieshaber |
| Volume 15: | The Early Childhood Educator Professional Development Grant: Research and Practice – Edited by John A. Sutterby |
| Volume 16: | Early Education in a Global Context – Edited by John A. Sutterby |
| Volume 17: | Learning across the Early Childhood Curriculum – Edited by Lynn E. Cohen and Sandra Waite-Stupiansky |
| Volume 18: | Early Childhood and Special Education – Edited by Eva Nwokah and John A. Sutterby |
| Volume 19: | Discussions on Sensitive Issues – Edited by John A. Sutterby |
Title Page
ADVANCES IN EARLY EDUCATION AND DAY CARE VOLUME 20
FAMILY INVOLVEMENT IN EARLY EDUCATION AND CHILD CARE
EDITED BY
JOHN A. SUTTERBY
The University of Texas at Brownsville, Brownsville, TX, USA
United Kingdom – North America – Japan India – Malaysia – China
Copyright Page
Emerald Group Publishing Limited
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First edition 2017
Copyright © 2017 Emerald Group Publishing Limited
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British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-78635-408-2
ISSN: 0270-4021 (Series)
List of Contributors
| Amanda Czik | Delaware Education Research and Development Center, University of Delaware, Greenville, DE, USA |
| Larissa M. Gaias | Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ, USA |
| Scott Garrigan | Department of Instructional Technology, College of Education, Lehigh University, Bethlehem, PA, USA |
| Juana Gaviria-Loaiza | Department of Human Development and Family Studies, University of Delaware, Newark, DE, USA |
| Jaesook L. Gilbert | Department of Teacher Education, Northern Kentucky University, Highland Heights, KY, USA |
| Rena A. Hallam | Department of Human Development and Family Studies, University of Delaware, Newark, DE, USA |
| Thomas C. Hammond | Department of Education and Human Services, Lehigh University, Bethlehem, PA, USA |
| Myae Han | Department of Human Development and Family Studies, University of Delaware, Newark, DE, USA |
| Helene Arbouet Harte | University of Cincinnati, Blue Ash College, Cincinnati, OH, USA |
| Jason T. Hustedt | Department of Human Development and Family Studies, University of Delaware, Newark, DE, USA |
| Kyoung Jin Kim | Department of Early Childhood Education, Wheelock College, Boston, MA, USA |
| Lenore J. Kinne | Department of Teacher Education, Northern Kentucky University, Highland Heights, KY, USA |
| Kandia Lewis | Nemours BrightStart!, Philadelphia, PA, USA |
| Peter L. Mangione | WestEd, Center for Child and Family Studies, Sausalito, CA, USA |
| Patricia H. Manz | Department of Education and Human Services, Lehigh University, Bethlehem, PA, USA |
| Kristin A. Martin | Department of School Psychology, College of Education, Lehigh University, Bethlehem, PA, USA |
| Neda Moinolmolki | Department of Human Development and Family Studies, University of Delaware, Newark, DE, USA |
| Megan E. Pratt | Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ, USA |
| Brook E. Sawyer | Department of Education and Human Services, Lehigh University, Bethlehem, PA, USA |
| Linda K. Taylor | Department of Elementary Education, Ball State University, Muncie, IN, USA |
| Michelle Taylor | Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ, USA |
| Lauren van Huisstede | Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ, USA |
| Elita Amini Virmani | WestEd, Center for Child and Family Studies, Sausalito, CA, USA |
| Jennifer Vu | Department of Human Development and Family Studies, University of Delaware, Newark, DE, USA |
| Ann-Marie Wiese | WestEd, Center for Child and Family Studies, Sausalito, CA, USA |
Introduction
The chapters in this volume represent a number of different methods of engaging families in early childhood education. This includes ideas for curriculum, environment, professional education, and method of interaction. A major evolution in the work of these family educators is in the recognition that relationships are extremely important to making family involvement work.
Kim and Taylor look at how to prepare preservice teachers to work with families. They collected data from preservice teachers in an immersive course on family involvement. They found that preservice teachers in an immersive environment showed more gains in attitudes toward family involvement than students in a traditional classroom. Given the general level of feelings of inadequacy of preservice teachers toward working with families, these types of experiences could provide a new model of training preservice teachers.
Gilbert, Harte, and Kinne describe the bornlearning Academy which is a curriculum they have developed to work with expectant mothers in connection with public schools. The bornlearning Academy is a series of workshops to help families better understand their role as their child’s educators. Survey data from family participants indicate that the program has had success in changing family member beliefs and interactions.
Hallam, Han, Vu, and Hustedt describe the role of home visits as a form of family engagement. The program Promoting First Relationships (PFR) is described as a family engagement strategy rooted in attachment theory. This chapter also describes the process of training coaches to implement the strategy.
Pratt, Taylor, Huisstede, and Gaias describe a case study of a library project to develop programing for families with young children. This project has some preliminary data that indicate it is successful in promoting literacy and family involvement. This chapter also discusses different models of library promotion of family involvement.
Moinolmolki, Gaviria-Loiza, and Han look at the role of family involvement with immigrant families. As mentioned in several chapters, the current model of family involvement emphasizes the skills and strengths that families bring to the relationship rather than their deficits. This chapter discusses some areas of language and culture and how those might impact the development of relationships.
Czik and Lewis look at assessment practices for dual language learners and how families can improve the effectiveness of assessment. There is a discussion of the barriers to school success for dual language learners as well as the importance of family involvement. They argue for the inclusion of parent interviews in assessment of language and academic development.
Virmani, Wiese and Mangione also describe the importance of relationship building with culturally and linguistically diverse families. They emphasize the importance of attending to the quality of emotional connections within between staff and families and families and children. They suggest reflective practice as an approach to engaging families in authentic exchanges that honor families' cultural and linguistic resources.
Sawyer, Manz, Martin, Hammond, and Garrigan discuss a program for supporting family involvement with Latino families. They discuss how for linguistic minority families there is a preference for involvement in the home rather than in the school. Project TAPP (Teachers and Parents as Partners) seeks to build on the “funds of knowledge” that families bring with them to the education context.
John A. Sutterby
Editor
- Prelims
- Preservice Teachers’ Self-Efficacy in Working with Families: Can an Immersive Course Make a Difference?
- Bornlearning® Academy: A School-Based Program for Strengthening Families with Children under Age Five
- Meaningful Family Engagement in Early Care and Education Programs: The Role of Home Visits in Promoting Positive Parent-Child Interaction
- A Novel Take on Family Involvement: Public Libraries as Early Education for the Whole Family
- Pathways to Relational Family Engagement with Culturally and Linguistically Diverse Families: Can Reflective Practice Guide Us?
- Immigrant Families and Early Childhood Programs: Addressing the New Challenges of the 21st Century
- Family Involvement in the Assessment and Instruction of Dual Language Learners
- Teachers and Parents as Partners: Developing a Community of Practice to Support Latino Preschool Dual Language Learners
- About the Authors