TY  - BOOK
AU  - Sutterby,John A.,1st
AU  - Sutterby,John A.
TI  - Family Involvement in Early Education and Child Care
T2  - Advances in Early Education and Day Care Series
SN  - 9781786354075
AV  - LB1139.2-1139.5 
U1  - 372.21 
PY  - 2016///
CY  - Bingley
PB  - Emerald Publishing Limited
KW  - Early childhood education
KW  - Electronic books
N1  - Front Cover -- Family Involvement in Early Education and Child Care -- Copyright Page -- Contents -- List of Contributors -- Introduction -- Preservice Teachers' Self-Efficacy in Working with Families: Can an Immersive Course Make a Difference? -- Introduction -- PSTs' Beliefs and Understandings -- Guidelines from Professional Organizations -- Coursework in Teacher Education Programs -- The Need for Immersive Courses -- Methodology -- Participants -- Students -- Instructor -- H Early Childhood Center -- Measurement -- Research Procedure -- The Immersive Class Experience -- Data Analysis -- Limitations -- Results -- PFIIS Survey -- The Impact of the Immersive Experience -- Motivation -- Challenges -- Personal Growth -- Discussion -- Conclusion -- References -- Bornlearning® Academy: A School-Based Program for Strengthening Families with Children under Age Five -- Becoming School Ready -- Brain Development -- Predictors of School Readiness -- Existing Programs for Families -- The bornlearning® Academy Program -- History -- Workshops -- Method -- Participants -- Instrument -- Results -- Conclusion and Discussion -- References -- Appendix -- Workshop #1 - Series Overview -- Workshop #2 - Building Relationships -- Workshop #3 - Ready to Read! Building Your Child's Language Skills -- Workshop #4 - Nutrition and Health -- Workshop #5 - How Children Learn -- Workshop #6 - Routines and Learning on the Go! -- Meaningful Family Engagement in Early Care and Education Programs: The Role of Home Visits in Promoting Positive Parent-Child Interaction -- Brief Overview of Family Engagement -- PFR as a Case Example -- Implementation Science Framework as a Foundation for Incorporating PFR -- Professional Development and Coaching -- Stage One -- Stage Two -- Stage Three -- Data and Feedback Loops -- Conclusion and Recommendations -- References; A Novel Take on Family Involvement: Public Libraries as Early Education for the Whole Family -- Family Involvement during Early Childhood -- Public Libraries as Community Settings that Promote Family Involvement -- Two Approaches to Addressing Family Involvement through Public Libraries Family Place Library -- Every Child Ready to Read @ Your Library® -- A Library-University Partnership to Support Families with Young Children: A Case Study -- Partnership Development -- Program Assessment and Refinement -- Pilot Evaluation -- Satisfaction -- Parent Behavior and Knowledge -- State and Federal Efforts to Promote Family Involvement in Libraries -- Partnering of IMLS and BUILD -- Considerations When Promoting Family Involvement through Public Libraries -- Coordination and Partnerships -- Role of Evaluation for Library-Based Efforts -- Meeting the Needs of Diverse Families -- Conclusion -- References -- Pathways to Relational Family Engagement with Culturally and Linguistically Diverse Families: Can Reflective Practice Guide Us? -- Part I: Parent Involvement and Family Engagement -- Parent Involvement in Elementary and Secondary Education -- Family Engagement in Early Childhood Education -- Part II: Relational Family Engagement -- Relationships Are Foundational to All Learning and Development -- Culture and Language Are Central to All Learning and Development -- School Readiness Refers to Long-Term Success in School and Life and is Rooted in the Parent-Child Relationship and Each Family's Cultural and Linguistic Assets -- Shifting from Academic Skills to Intellectual Skills -- Shifting from Cultural and Linguistic Borders to Cultural and Linguistic Assets -- Re-envisioning Family Engagement to Support Children's Learning and Development -- Using Reflective Practice as a Tool: Moving Toward Relational Family Engagement -- Conclusion -- Notes -- References; Immigrant Families and Early Childhood Programs: Addressing the New Challenges of the 21st Century -- Introduction -- Importance of Family Involvement in the Early Years -- Differences in Family Involvement in Diverse Populations -- The Unique Sociocultural Factors of Immigrant Parent Engagement in Children's Education -- Acculturation Process -- Immigrant Families' Unique Funds of Knowledge -- Immigrant Families' Cultural Values -- General Barriers of Family Involvement in Children's Education and Childcare in Immigrant Populations -- Poverty -- Communication -- Cultural Perceptions of Involvement -- Acculturation Stress -- Discrimination -- Hispanic Families -- Specific Barrier of Hispanic Families -- Refugees -- Specific Barriers of Refugee Families -- Illiteracy -- Accessibility -- Family Trauma and Post-Traumatic Stress Symptoms -- Recommendations -- Recommendation Number 1: Attempt to Develop More Bidirectional and Equitable Relationships Between Immigrant Families and Early Childcare Centers and Professionals -- Recommendation Number 2: Attempt to Establish Welcoming Environments for Immigrant Families -- Recommendation Number 3: Incorporate Funds of Knowledge Practices within Early Childcare Settings -- Recommendation Number 4: Attempt to Develop More Community-Based Partnerships -- Recommendation Number 5: Establish Federal, State, and Local Policies in Support of Immigrant Populations -- Conclusions -- References -- Family Involvement in the Assessment and Instruction of Dual Language Learners -- Introduction -- Dual Language Learner (DLL): A Definition -- DLLs in Early Childhood Education -- Importance of the Assessment of DLLs -- Assessment of DLLs -- Parent Involvement the Assessment Process -- Home-School Collaboration to Support Academic Outcomes -- Potential Barriers to Family Involvement in DLL Education and Assessment; Potential Cultural Barriers -- Potential Socioeconomic Barriers -- Educational Perspective Barriers -- Language Barriers -- DLL Language Acquisition -- Multifaceted Approach to Assessment of DLLs -- Context -- Parent Interview: Gathering Information -- Parent Interviews: Relaying Information -- Current Best Practices and Further Research -- Current Best Practices: Collaborative Assessment and Progress Monitoring -- Current Best Practices: Cultural Competence -- Further Research -- References -- Teachers and Parents as Partners: Developing a Community of Practice to Support Latino Preschool Dual Language Learners -- Family Involvement -- Community of Practice: Supporting Parents and Teachers -- Purpose -- Method -- Participants -- Mothers -- Teachers -- Recruitment -- CoP Framework -- Guiding Principles -- Specific Meetings -- Interviews -- Results and Discussion -- Reasons for Participating -- Perspectives on Their Participation -- Lessons Learned and Future Directions -- Conclusion -- References -- About the Authors
N2  - This volume encourages reflection on previous volumes. Family involvement has been an issue in early education going back to Pestalozzi almost two centuries ago. This book looks at what advances in the area of family involvement in early education have been made since the publication of the previous volume
UR  - https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=4717061
ER  -