Enhancing the Family Support Component of a Family Day Care Agency.

Autor/in	Lee-Blickstead, Martha
Titel	Enhancing the Family Support Component of a Family Day Care Agency.
Quelle	(1996), (140 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Praktikumsbericht; Child Caregivers; Day Care Centers; Delivery Systems; Early Childhood Education; Family Day Care; Family School Relationship; Foreign Countries; Organizational Change; Parent Participation; Parent School Relationship; Parent Teacher Cooperation; Skill Development; Staff Development; Theory Practice Relationship; Training Methods; Training Objectives; Canada + Suchen Sie Ihr Suchwort? Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Day care centres; Hort; Auslieferung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Organisationswandel; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Personnel development; Personalentwicklung; Theorie-Praxis-Beziehung; Didaktik; Trainingsmaßnahme; Training objectiv; Ausbildungsziel; Trainingsziel; Kanada
Abstract	A practicum at a licensed, non-profit family day care agency in Canada serving over 4,000 children and their families was designed to assist in clarifying the meaning of family support and family-centered child care. The practicum was developed to assist the agency in moving towards operationalizing its commitment to provide optimal family support to families receiving its day care. Interviews with staff had confirmed that there was confusion regarding the definition and application of family support. The solution strategy included intensive work on a short-term basis with two agency staff groups. The development of a working knowledge of family support philosophy, principles, practices, and approaches was emphasized. There was also work to develop family support "champions" who were expected to provide leadership to their colleagues. A pretest-posttest evaluation showed that the practicum intervention effectively increased participants' understanding of specific family support concepts. The training appeared to build a foundation to support future strategies to enhance family-centered practice. A particularly significant outcome of the practicum was the development of a discussion paper, "Moving towards Family-Centered Day Care." (Six appendices present highlights of training sessions, the discussion paper on family-centered child care, best practices, a case study, evaluation forms, and feedback forms. Contains 40 references.) (SD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC