Families, Schools, and Communities : Building Partnerships for Educating Children

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  • Edition: 5th
  • Format: Paperback
  • Copyright: 2010-03-19
  • Publisher: Pearson
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List Price: $121.40


This fifth edition of Families, Schools, and Communities: Building Partnerships for Educating Children provides teachers and teacher candidates with a comprehensive guide to establishing collaboration with parents and the larger community. This text will help future teachers develop the understanding and tools they need to work with others to give children a better education. The underlying message of this book is that all persons involved in early childhood education or child advocacy should join hands in promoting the highest quality of education for young children in America.

Features include:

-Chapter Objectives, Summaries and Questions

-Vignettes real life stories events that clarify the concepts throughout the chapters.

-Reflections these reflections ask the reader to pause and connect some particular content to their own life experiences.

-Implications for Teachers new feature that provides connections between the ideas in the text and real life application in classrooms and schools.

-Bibliography of Children's Literature

New to This Edition:

The authors have added features and rearranged the topics to give this text better coherence and greater usability. Readers will find we have updated references and resources throughout but have streamlined the research citations to provide for smoother reading. We removed the chapter on school curriculum but included suitable parts of that in other chapters. We have renamed some chapters to reflect changes in content, and we have grouped References by each chapter.

-New Figures and Tables throughout the chapters update data on demographics of American families and communities.

-New vignettes and illustrations to help readers understand the uniqueness of family life and the diversity in our country.

-Implications for Teachers featured in each chapter give readers practical suggestions for trying out the ideas in the real world.

-The Special Needs area is addressed more intensely by showing readers how to work with families of children with disabilities.

-Family Systems Theory is highlighted to show the importance of understanding total family functioning in addition to the differences of individuals.

-Protecting children has a higher profile. Authors include more information on the growing problems and concerns about obesity, bullying, substance and sexual abuse and help readers fit these concerns into the role of education.

-Media pluses and minuses are highlighted in our chapters so readers understand when the benefits of expanded media opportunities can shift to exploitation and abuse.

Author Biography

Chandler Barbour, a retired professor of education, has spent over 40 years in elementary school

teaching, school administration, and university teaching. His strong interests in educational

partnerships for teachers in training and appropriate curriculum for children have led to research and

writing on school collaborations and networks. He is a co-author of two earlier publications:Partnerships

in Education (1970), AACTE and The Teaching Clinic (1974), Ass'n of Teacher Educators,

plus articles and reports for professional journals in Education. In retirement, Mr. Barbour lives in

coastal Maine and devotes volunteer time to public school projects, church programs, and prison

inmate counseling. He also serves as a board director for a fishing advocacy group, a church facilities

board, and one regional hospital board.



Nita H. Barbour is a retired University of Maryland professor with over 30 years in teaching,

researching and curriculum program development for educational facilities in three states. Her

professional work covers involvement with programs for populations ranging from preschool to

university graduate courses. Nita's Fulbright Scholarship in language study in the 1950s led to a career

long interest in the uses of language and the impact of language and culture on education. This interest

has followed her into retirement as a feature of the language literacy programs she has established for

preschoolers in her Maine community. Professor Barbour is a co-author of two earlier textbooks in the

early childhood field: Early Childhood Education: An Introduction, 4e, 1998, Merrill/Prentice Hall and

Developmental Continuity Across Preschool & Primary Grades, 2e, 2004, Ass'n of Childhood

Education International.



Dr. Patricia Scully is an Associate Professor at the University of Maryland Baltimore

County (UMBC) where she directs the early childhood teacher education program and

teaches courses in early literacy, children’s literature, and curriculum.  Earlier in her

career, Dr. Scully taught in child care centers and public school classrooms working with

children from two to 12 years of age in New Jersey, New York City, and Maryland.  She

has been a child care center director and has worked extensively in professional

development for child care professionals. She is a graduate of The College of New

Jersey, Teachers College, Columbia University and the University of Maryland College

Park.  Her publications include articles in the Early Childhood Journal and Young

Children as well as the book, Developmental Continuity across Preschool and Primary

Grades, 2nd Ed. published by the Association for Childhood Education International.


Table of Contents

Chapter 1 Home, School, and Community Influences on Children’s Lives  

Children’s Perceptions and Attitudes 

Age Levels and Influence  

Influence of Special-Interest Groups 

Understanding and Collaboration  

Summary and Review 

Suggested Activities and Questions


Chapter 2 Historical and Philosophical Perspectives 

Overview of Philosophical Viewpoints

Historical Patterns  

Family as a Significant Educational Force 

Community as a Significant Educational Force 

Schools as a Significant Educational Force  

Forces Affecting Education in the Twenty-First Century 

Partnerships and Collaborations

Children with Specific Needs 

Curriculum Emphasis on Diversity  

Summary and Review  

Suggested Activities and Questions 


Chapter 3 Viewing Family Diversity  

Diverse Households are Commonplace in America

Different Types of Family Groupings

Social Factors Relating to Families 

Socioeconomic Status of Families 

Families with Children with Disabilities 

Religious Orientation 

Changes in Contemporary Families  

Summary and Review 

Suggested Activities and Questions 


Chapter 4 Understanding Roles and Experiences of Parents  

Nurturance in Families

Family Responsibilities

Cultural Patterns and Family Functions

Interaction Styles Within Families 

Experiences of Families 

Other Influences on Parenting 

Meeting the Challenges of Parenting 

Summary and Review 

Suggested Activities and Questions


Chapter 5 Meeting Child-Care Needs from Infancy Through School Age  <

History of Child Care 

Child-Care Issues in the United States Today 

Child-Care Arrangements 

Features of Quality Child Care

Licensing Requirements and Voluntary Accreditation 

Meeting the Challenges Through Collaboration

Summary and Review

Suggested Activities and Questions 


Chapter 6 Working With Families of Children with Disabilities  

Overview of Federal Special Education Laws  

Families Raising Children with Disabilities 

Children with Disabilities in School 

Community Support for Children with Disabilities 

Summary and Review 

Suggested Activities and Questions


Chapter 7 Protecting Children While Fostering Learning

Learning Requires Safeguards

Partnering with Parents to Nurture Children at Home

Schools Nurture and Protect Children

Community Responsibility 

Linking Responsibilities

Summary and Review

Suggested Activities and Questions


Chapter 8 Curriculum of the Home 

Homes Nurture Communication and Cognitive Skills 

Learning Values, Roles, and Responsibilities

Learning from Physical Environments of the Home

Family Practices and Home Learning

Other Family Activities that Educate

Grandparents Provide a Curriculum 

Home Schooling 

Summary and Review

Suggested Activities and Questions 


Chapter 9 Curriculum of the Community

Community Configuration Affects Curriculum

Social and Emotional Environments in a Community

Physical Environments in a Community

Interactions Among Community Agencies, Families and Schools

Summary and Review

Suggested Activities



Chapter 10 Establishing and Maintaining Collaborative Relationships

Developing Welcoming Schools and Classrooms 

Establishing Ongoing Communication with Parents

Parents in the Schools

Working with Selected Families 

Handling Collaborative Relationships

Community Involvement 

Summary and Review 

Suggested Activities and Questions


Chapter 11 Building School Partnerships with Families and Community Groups

Levels of Involvement in Collaborations 

Components of Successful Change

Program Models 

Features of Successful Collaborations 

Achieving Partnerships

Summary and Review  

Suggested Activities and Questions 


Appendix I Bibliography of Children’s Books  

Different Cultures 

Divorced Families

Blended Families

Single-Parent Household and Relationship with One Parent or Grandparents

Adoptive Families

Foster Care, Orphanages, and Shelters 

Multigenerational Households and Extended Families  

Gay and Lesbian Families

Children, Family Members, and Friends with Special Needs  

Homeless Families  

Migrant Workers and Immigrants 

Religious Traditions 

Child Care

Bullying and Intolerance

Sexuality and Child Health

Defining Families 

Appendix II NAEYC Code of Ethical Conduct and Statement of Commitment 

Supplemental Materials

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