Building Family, School, and Community Partnerships

by Wright, Kay; Stegelin, Dolores A.; Hartle, Lynn C.

• ISBN13: 9780131886223
• ISBN10: 0131886223
• Edition: 3rd
• Format: Paperback
• Copyright: 2007-01-01
• Publisher: Pearson College Div

Summary

This text focuses on understanding different types of family structures, cross cultural issues that teachers need to be aware of, and building strong family/school/community relationships. There are manyfeatures that adapt well to practicing teachers. Updated information for teachers to help understand and deal with the changing family structure, especially gay and lesbian parents, grandparents as parents, and blended and divorced families. Tools are provided for assessing and evaluating the effectiveness of parent involvement programs, activities, and initiatives; In this age of accountability, these tools are particularly valuable. Advocacy and classroom strategies are provided across all chapter topics and themes. These strategies provide classroom teachers with practical and measurable tools for strengthening their parent involvement activities. These strategies also constitute an important part of in-service training; Inclusion practice continues to expand, and this textbook provides excellent information on a variety of disabilities, developmental delays, and other special needs. Working with parents of children with special needs is discussed, and numerous advocacy and classroom strategies are presented for working with these children and parents. It is designed to be practical, useful, and informative for many different professionals who work with and are engaged in professional development and implementation with children and their families.

Author Biography

Lynn Hartle is an Associate Professor in Early Childhood Education in the Department of Child, Family, and Community Sciences at the University of Central Florida. Dolores (Dee) Stegelin is Professor and Program Coordinator of Early Childhood Education in the Eugene T. Moore School of Education, College of Health, Education, and Human Development, at Clemson University. Kay Wright is Professor of Child and Family Studies in the Department of Family and Consumer Sciences at Eastern Kentucky University.

Table of Contents

PART I FAMILIES AND SCHOOLS IN CONTEMPORARY SOCIETY
The Parent--School Connection: Serving Families in a Contemporary Context	1	(32)
Understanding Today's Families	5	(9)
Maternal Employment	5	(2)
Extended Family, Grandparents, and ``New'' Family Forms	7	(1)
Divorce, Separation, and Remarriage	8	(1)
Economic Uncertainty for the American Family	9	(1)
Child Poverty and Homelessness	10	(1)
Violence, the American Family, and the Schools	10	(4)
Applying Bronfenbrenner's Ecological Model	14	(1)
Resilient Children and Families	15	(1)
The Status of Children in the United States	15	(3)
Legislative Efforts on Behalf of Families	16	(1)
Recent Data on Child Care and Early Education	17	(1)
The Parent--School--Student Connection: A Critical Linkage	18	(7)
Goals of Contemporary Parents and Schools	18	(1)
Ecosystems, the School, and the Family	18	(1)
Parents, Schools, and Communities: A Case for Parent Involvement	19	(1)
Collaborative Role of the School	20	(2)
Collaborative Role of Families	22	(1)
Collaborative Role of Communities	22	(3)
Basic Communication Strategies for Teachers and Parents	25	(2)
Key Components of This Textbook	27	(1)
Critical Concepts	27	(1)
Summary Statements	28	(1)
Research to Practice: Classroom Applications and Activities	29	(1)
Resources	30	(3)
A Mosaic of Parent Involvement Across Time: Historical and Current Perspectives	33	(34)
Families and Children Connecting to Their Near and Far Environments	35	(4)
History of Families and Children	39	(17)
Ancient Times	39	(5)
First to Seventeenth Centuries	44	(1)
Seventeenth to Nineteenth Centuries	45	(1)
Nineteenth to Twentieth Centuries	46	(1)
1900 to 1950	47	(1)
1950 to 2000	48	(8)
The Importance of Establishing and Maintaining Home and School Partnerships	56	(6)
Roles of Parents/Families in Programs for Young Children	57	(5)
Preparing Teachers to Build Partnerships with Families	62	(1)
Critical Concepts	63	(1)
Summary Statements	64	(1)
Research to Practice: Classroom Applications and Activities	65	(2)
Parent and Child Advocacy: The Role of the School and the Early Childhood Professional	67	(28)
The Evolution of Child and Family Advocacy Over Time	69	(7)
Definitions	70	(1)
Barriers to Advocacy Efforts	70	(2)
History of Advocacy for Children and Families	72	(4)
Effective Advocacy Strategies in Early Childhood Settings	76	(6)
Organizing the Policy Process	76	(1)
Parent Interest Groups	76	(2)
Parent-Organized Advocacy or Activist Groups	78	(2)
Reggio Emilia--Inspired Project Groups	80	(1)
School-Based Parent--Teacher Groups	81	(1)
Examples of Recent Advocacy Initiatives Supported by Schools	82	(2)
School, Community, and Family Collaboration in Supporting the Needs of Children and Families	84	(3)
Essential Components of Quality ECE Programs	85	(1)
Role of Collaboration in Child and Family Policy	85	(2)
Suggestions for Collaborating with Parents	87	(2)
Critical Concepts	89	(1)
Summary Statements	89	(2)
Research to Practice: Classroom Applications and Activities	91	(1)
Resources	92	(3)
PART II PROFILES OF INDIVIDUAL FAMILIES IN AMERICA
Cross-Cultural Issues Involving Families and the Community	95	(40)
The Journey of Growth and Development in the Context of Cultures in Our Near and Far Environments	97	(1)
Recognizing and Valuing the Cultures of Our Families and Communities	98	(5)
Unique and Shared Family Cultural Events	99	(2)
Enculturation of Our Children	101	(1)
Acculturation of Our Children	102	(1)
The Power of Language in Communicating Within and Across Cultures	103	(1)
Multicultural Perspective on Teaching and Caring for Young Children and Their Families	104	(5)
The Role of Schools in Bridging Schools and Homes	104	(1)
Building an Inclusionary Classroom	105	(1)
The Multicultural Classroom Environment	106	(1)
Avoiding Bias and Dispelling Myths	107	(2)
Grounding Children in Antibias Practices: Developing Social and Moral Knowledge	109	(5)
Adults as Moral Figures in the Lives of Children	111	(1)
Constructing Knowledge About Moral Dilemmas	112	(2)
Developmentally Appropriate Practice and Issues of Diversity	114	(1)
Building ``World Knowledge'': Understanding Characteristics of Diverse Groups	115	(10)
Families of Anglo European Descent	118	(1)
Families of African Descent	119	(1)
Families of Asian Descent	120	(1)
Families of Hispanic Descent	121	(1)
Families of Middle Eastern Descent	122	(1)
Families of Native American Descent	123	(1)
Families of Children with Dual Heritage	124	(1)
Summary of Practices for Inclusion of All Families	125	(7)
Designing the Learning Environment: Possibilities for the Inclusion of Families and the Community	126	(4)
An Interview with a Teacher	130	(2)
Critical Concepts	132	(1)
Summary Statements	132	(1)
Research to Practice: Classroom Applications and Activities	133	(1)
Resources	134	(1)
Creating Community and School Linkages for Parents of Children with Special Needs	135	(48)
Definitions and Incidence Rates of Special Needs Conditions for Children in the United States	137	(4)
Politically Correct Terminology	138	(1)
Dangers of Labeling	138	(1)
School--Parent Partnerships: The Law and Special Needs	139	(1)
Incidence of Special Needs for At-Risk Infants	140	(1)
Typical Psychological, Emotional, and Social Adaptations of Families of Children with Special Needs	141	(8)
The Family as Primary Socialization Agent	141	(1)
The Family as Teacher	141	(1)
Emotional Reactions and Issues for Parents	142	(2)
The Grieving Process for the Family	144	(1)
Normalization as a Goal	145	(1)
Parent Advocacy	145	(1)
Goals for Family Involvement	146	(1)
Importance of Siblings	147	(2)
The Teacher's Role in Developing Individualized Plans for Families and Children with Special Needs	149	(5)
Creating the School--Family Link	149	(1)
Defining the School's Role	150	(1)
Identification, Assessment, IEPs, and IFSPs	151	(1)
Screening	151	(1)
Referral	152	(1)
Multifactored Assessment	153	(1)
The IEP and the IFSP	153	(1)
Specific Disabilities and Special Needs Conditions of Young Children	154	(11)
Schools, Community Resources, and Collaboration Strategies	165	(5)
Families Under Stress: A Community-Based Model	166	(1)
Seeking Help from Formal Resources	167	(1)
Suggestions for Seeking Resources	168	(1)
Financial Assistance and Funding Mechanisms	169	(1)
Parent Empowerment and Self-Care	170	(1)
Legislation Impacting Services for Parents and Children with Special Needs	171	(2)
Appropriate Education for All Children: P.L. 94-142	171	(1)
P.L. 99-457	171	(1)
Other Important Legislation	172	(1)
Developmentally Appropriate Practice: NAEYC	172	(1)
Advocacy Groups and Initiatives in Early Intervention	173	(4)
Advocacy and Parent Empowerment	173	(4)
Critical Concepts	177	(1)
Summary Statements	177	(2)
Research to Practice: Classroom Applications and Activities	179	(1)
Additional Activities	179	(1)
Resources	180	(3)
Children of Divorced and Blended Families: Meeting the Needs of ``New'' Families	183	(34)
Definitions and Demographics of Divorce in the United States	185	(3)
Special Problems Faced by Children and Parents Experiencing the Divorce Process	188	(8)
Typical Child and Parent Emotions in Divorce	190	(1)
Children's Responses in the Classroom to Divorce	190	(2)
How Teachers Should Respond	192	(4)
Demographics and Descriptors of Blended Families in the United States	196	(4)
Characteristics of Stepfamilies	197	(1)
Myths and Roles of Stepfamily Members	198	(2)
Special Issues for Children in Blended Families	200	(5)
What the Teacher and Caregiver Need to Know	200	(1)
Effects of Cumulative Stress	201	(1)
Building Blocks and Assets of Blended Families	202	(2)
Goals for Stepfamily Education	204	(1)
Effective Intervention Approaches for Working with Children of Divorced and Blended Families	205	(5)
Bibliotherapy	205	(2)
Individual and Family Intervention and Referral	207	(1)
Self-Help Parent Education Model	208	(1)
Role of the School or Center	208	(2)
Critical Concepts	210	(1)
Summary Statements	211	(1)
Research to Practice: Classroom Applications and Activities	212	(1)
Resources	213	(4)
``Born in Our Hearts''---Families of Adoption: Partnerships Across Schools, Families, and Worlds	217	(26)
A History of Adoption	219	(1)
Adoptions: Types and Strategies	220	(12)
Characteristics of Families with Adopted Children	220	(1)
Strategies for Adopting Children	221	(2)
Adopting Children from Other Countries and of Other Races	223	(3)
Parenting Adoptive and Foster Children with Special Needs and Challenges	226	(6)
The Psychosocial Journey of Children Who Are Adopted	232	(8)
The Search for Self	232	(1)
The Emotional Journey and Tasks of Adults Who Adopt Children	233	(7)
Critical Concepts	240	(1)
Summary Statements	240	(1)
Research to Practice: Classroom Applications and Activities	241	(1)
Resources	242	(1)
The Care and Education of Children Living in Families with Alternative Lifestyles	243	(28)
``Choosing'' a Homosexual Lifestyle	245	(2)
Stages of Self-Identity	247	(2)
Cultural Issues and Effects on Gay and Lesbian Identities	249	(1)
Formation of Gay and Lesbian Households	250	(2)
Challenges to Adults and Children Living in Households Headed by Parents Who Are Gay or Lesbian	252	(14)
Challenges to Men Who Are Both Gay and Fathers	254	(2)
Challenges to Women Who Are Both Lesbian and Mothers	256	(2)
Children of Gay and Lesbian Parents	258	(8)
Critical Concepts	266	(1)
Summary Statements	267	(1)
Research to Practice: Classroom Applications and Activities	268	(1)
Resources	268	(3)
PART III EFFECTIVE STRATEGIES FOR PARENT INVOLVEMENT AND ASSESSMENT OF PARENT INVOLVEMENT
Strategies for Building Partnerships	271	(32)
The Parent as the First and Most Important Teacher	273	(1)
Seeking ``Common Ground'': Multiple Perspective Taking	274	(2)
Partnerships That Foster a Sense of Equality and Contribution	276	(1)
Strategies for Partnering with Families Within the Context of Communities	277	(24)
Potential Challenges to Partnerships	278	(1)
Potential Resources for Partnership	279	(1)
Selecting Appropriate Strategies	279	(1)
Applying Selected Strategies for Partnerships	280	(20)
Safety Issues Involving the Family and Community	300	(1)
Critical Concepts	301	(1)
Summary Statements	301	(1)
Research to Practice: Classroom Applications and Activities	302	(1)
Assessing and Evaluating Parent--School Involvement: Issues and Strategies	303	(44)
The Rationale for Developing and Using Parent Involvement Assessment and Evaluation Strategies	305	(4)
Emerging Forms of Assessment and Evaluation	306	(1)
Developmentally Appropriate Assessment	307	(1)
The Teacher's Role in Developmentally Appropriate Assessment	308	(1)
Definitions of Assessment and Evaluation	309	(2)
Reasons for Evaluation	310	(1)
Formative and Summative Evaluation	310	(1)
Effective Assessment Strategies for Early Childhood Classrooms	311	(13)
Needs Assessment Strategies	311	(6)
New Assessment Strategies	317	(1)
Authentic Assessment Strategies	317	(1)
Authentic Assessment with Parents and Families	318	(1)
Formal and Informal Assessment	319	(1)
Examples of Authentic Assessment with Parents and Families	320	(3)
Portfolio Assessment Strategies	323	(1)
Rationale for Using Portfolios in Parent Involvement Programs	324	(6)
Types of Portfolios	325	(1)
Contexts and Uses of Portfolios with Parents and Families	325	(4)
Determining Portfolio Effectiveness	329	(1)
Appropriate Parent Involvement Program Evaluation Strategies	330	(6)
Purposes of Program Evaluation	330	(1)
Examples of Evaluation Tools	331	(2)
Who Are Stakeholders?	333	(2)
Current Concerns and Issues in Assessment and Evaluation	335	(1)
Terminology Used in Evaluation	336	(8)
Critical Concepts	344	(1)
Summary Statements	344	(1)
Research to Practice: Classroom Applications and Activities	345	(2)
References	347	(16)
Name Index	363	(4)
Subject Index	367