Fostering Partnerships with Families: Academic Service-Learning in the Little Village

Autor/inn/en	Knight-McKenna, Mary; Hollingsworth, Heidi L.; Ammerman, Nicole
Titel	Fostering Partnerships with Families: Academic Service-Learning in the Little Village
Quelle	In: Journal of Early Childhood Teacher Education, 40 (2019) 2, S.57-73 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2018.1514338
Schlagwörter	Partnerships in Education; Family School Relationship; Parent Teacher Cooperation; Family Involvement; Preschool Teachers; Early Childhood Education; Undergraduate Students; Preservice Teachers; Preservice Teacher Education; Ethnic Diversity; Preschool Children; Service Learning; Student Attitudes; Parent Attitudes; Anxiety; Barriers; Self Esteem; Program Effectiveness; Poverty; English Language Learners; Preschool Education + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehramtsstudiengang; Lehrerausbildung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Service-Learning; Schülerverhalten; Elternverhalten; Angst; Self-esteem; Selbstaufmerksamkeit; Armut
Abstract	Strong family-teacher partnerships increase family engagement, promoting positive outcomes for children. Early childhood educators need knowledge, skills, and dispositions for establishing strong, meaningful partnerships with diverse families. This research investigated the impact of academic service-learning (ASL) on undergraduate students' knowledge, skills, and dispositions for partnering with culturally and linguistically diverse families to promote young children's early academic learning. Participants included nine undergraduates in an early childhood teacher preparation course, ten culturally and linguistically diverse families, and thirteen 2- to 5-year-old children. In this mixed-methods study, written student ASL reflections, pre- and post-ASL student surveys, and parent evaluations were analyzed. Three themes emerged from the analysis: (1) Students entered the ASL experience with excitement and a mostly positive approach; (2) Early to mid-semester, students articulated a high degree of nervousness and discomfort as well as challenges to partnership-building, yet also noted family interest and engagement; and (3) Mid- to late semester, most students expressed their growing confidence in their own skills for relating to diverse families, and identified family strengths. Our findings support ASL as an effective teacher-preparation pedagogy to help students build family-teacher partnerships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01