Abstract
Learning in the early childhood period occurs in the context of relationships within and between numerous systems. This chapter discusses the importance of family-school partnerships for optimizing positive early development. It describes the goals and components of effective partnerships within the framework provided by the ecological-systems theory. Social-emotional competencies are those interpersonal and behavioral skills that facilitate children’s interactions with others and promote relationship-building. Language development begins with children’s earliest exposure to language, with exposure in infancy underlying future literacy skills. Relative to family-school partnerships in school-age programs, those occurring in early childhood education settings are most effective when they target two key relationships essential for school readiness for all children: parent-child and parent-professional. One early childhood family-school partnership model, known as “Getting Ready” is presented as an exemplar for family-school partnerships in early learning contexts.
Original language | English (US) |
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Title of host publication | The Wiley Handbook of Family, School, and Community Relationships in Education |
Publisher | wiley |
Pages | 183-202 |
Number of pages | 20 |
ISBN (Electronic) | 9781119083054 |
ISBN (Print) | 9781119082552 |
DOIs | |
State | Published - Jan 7 2019 |
Keywords
- Early childhood period
- Ecological-systems theory
- Family-school partnership
- Language development
- Parent-child relationship
- Parent-professional relationship
- Social-emotional competencies
ASJC Scopus subject areas
- Social Sciences(all)