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

Research output: Chapter in Book/Report/Conference proceedingChapter

4 Scopus citations

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 languageEnglish (US)
Title of host publicationThe Wiley Handbook of Family, School, and Community Relationships in Education
Publisherwiley
Pages183-202
Number of pages20
ISBN (Electronic)9781119083054
ISBN (Print)9781119082552
DOIs
StatePublished - 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)

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