Respect, Reciprocity and Responsiveness: Strengthening Family-Professional Partnerships in Early Intervention

Autor/inn/en	Schraml-Block, Kristen; Ostrosky, Michaelene M.
Titel	Respect, Reciprocity and Responsiveness: Strengthening Family-Professional Partnerships in Early Intervention
Quelle	In: ZERO TO THREE, 39 (2018) 2, S.5-10 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-8038
Schlagwörter	Early Intervention; Family School Relationship; Partnerships in Education; Early Childhood Education; Developmental Delays; Developmental Disabilities; Family Programs; Interpersonal Communication; Communication Strategies; Interpersonal Relationship; Dialogs (Language); Parent Participation; Teamwork; Participative Decision Making + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Entwicklungsverzögerung; Entwicklungsstörung; Family program; Familienprogramm; Interpersonale Kommunikation; Kommunikationsstrategie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Dialog; Dialogs; Dialogue; Dialogues; Elternmitwirkung
Abstract	Early interventionists interact and partner with a multitude of families, all with unique strengths, backgrounds, and circumstances. During partnerships with family members, professionals may encounter interactions and relationships that they perceive as challenging or imbalanced. Skilled Dialogue is a framework which emphasizes the use of respectful, reciprocal, and responsive interactions with families from diverse backgrounds (Barrera & Corso, 2002). Early intervention professionals may consider this framework and the supporting strategies to strengthen their partnerships with families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01