A Call to Action: Family Involvement as a Critical Component of Teacher Education Programs.

Autor/in	Shores, Elizabeth F.
Institution	Southeastern Regional Vision for Education (SERVE), Tallahassee, FL.
Titel	A Call to Action: Family Involvement as a Critical Component of Teacher Education Programs.
Quelle	(1998), (61 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Change Strategies; Cultural Awareness; Curriculum Development; Day Care Centers; Early Childhood Education; Elementary School Teachers; Family School Relationship; Inservice Teacher Education; Parent Participation; Parent Role; Parent School Relationship; Preservice Teacher Education; Professional Development; Public Policy; Special Education + Suchen Sie Ihr Suchwort? Lösungsstrategie; Cultural identity; Kulturelle Identität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Day care centres; Hort; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerfortbildung; Elternmitwirkung; Parental role; Elternrolle; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Lehramtsstudiengang; Lehrerausbildung; Öffentliche Ordnung; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Noting that greater family participation in early childhood programs is a widely-held goal, this report addresses the fundamental skills that early childhood teachers and caregivers need to fully involve families in their young children's lives at school and the child care center. The report defines those skills in four areas of a community of learners: communication skills, understanding of cultural diversity, family-based curriculum development, and partnerships in education governance. It also recommends that preservice and inservice programs do more to build all four of those cornerstones in professional development programs. The report begins with a summary of the historic role of parents in early childhood education and the history of public policy concerning parent participation. Much of this discussion is drawn from the literature on family involvement in special education. The report includes a review of family systems theory to reinforce the premise that families exist on a continuum of needs and desires for involvement in early childhood education. It summarizes what practitioners need to know to promote meaningful participation across the continuum, and discusses strategies for including family involvement in preservice and inservice professional development. Contains 71 references. (JPB)
Anmerkungen	SERVE, Publications Department, 1203 Governor's Square Blvd, Suite 400, Tallahassee, FL 32301; toll-free phone: 800-352-6001.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC