Family-school partnerships in early childhood: Exemplars of evidence-based interventions

Susan M. Sheridan, Lisa L. Knoche, Andrew S. White

Research output: Chapter in Book/Report/Conference proceedingChapter

7 Scopus citations


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 languageEnglish (US)
Title of host publicationThe Wiley Handbook of Family, School, and Community Relationships in Education
Number of pages20
ISBN (Electronic)9781119083054
ISBN (Print)9781119082552
StatePublished - Jan 7 2019


  • Early childhood period
  • Ecological-systems theory
  • Family-school partnership
  • Language development
  • Parent-child relationship
  • Parent-professional relationship
  • Social-emotional competencies

ASJC Scopus subject areas

  • General Social Sciences


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