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1.
The present study was conducted to evaluate the level of parent involvement in an early childhood special education program in a large midwestern urban school district. Areas surveyed included parents' current input, participation, and desired level of participation in the initial eligibility evaluation, the Multi-Disciplinary Team (MDT) meeting, and the initial Individual Education Plan (1EP). Additional areas assessed included parent-teacher contact, overall satisfaction with the early childhood program, and services the parent might be interested in receiving. Generally, parents were satisfied with their involvement and input in their child's educational program. Differences between parents' level of income, education, race, gender, and marital status and their subsequent level of involvement in their child's education were noted. 相似文献
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Regena Fails Nelson 《Journal of Early Childhood Teacher Education》2013,34(3):243-249
This study describes the development of a parent resource center at a university child care center. The parent resource center is funded by a federal grant and is designed to provide support to low-income student-parents on campus. Early childhood education interns work in the center to learn how to build family relationships. The program has been beneficial to families and the early childhood education interns. Recommendations for creating parent resource centers on university campuses to support the learning of early childhood professionals are provided. 相似文献
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Cross-cultural studies in early childhood education assist in expanding perspectives and gaining increased understanding and appreciation of programs in other countries. Because both Sweden and the United States are interested in parent involvement in early childhood programs, a survey was conducted to assess parent's perceptions of these programs. Following a review of family life and early childhood education in Sweden and the United States are the specific components of the cross-cultural study. A stratified random sample of parents whose children were involved in early childhood programs was done in St. Louis County, MN, United States, and Kronobergs Lan, Småland, Sweden. In the first section of the five-part survey, parents indicated the degree to which they agreed or disagreed with statements about such areas as governmental support of children and families. Parents in Sweden felt more support of the government, whereas parents in the United States used early childhood programs as a support mechanism to increase their confidence. In the other four sections of the survey, parents rated the importance of various types of parental involvement and the importance of various materials, activities, and caregiver actions in their children's programs. In general, parents in Sweden valued informal contact and inner-directed creative materials and activities. Parents in the United States valued more confining activities such as rote counting, community-based experiences, and compliance with adult expectations. The influence of the macro-society on parents' perceptions as well as microsystem interactions and environments is evident in this study. As early childhood educators learn about and adapt new ideas to their own programs, the potential of cross-cultural studies becomes realized in improved opportunities for young children and their families. 相似文献
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Transition to Kindergarten: Family Experiences and Involvement 总被引：2，自引：0，他引：2
Laura Lee McIntyre Tanya L. Eckert Barbara H. Fiese Florence D. DiGennaro Leah K. Wildenger 《Early Childhood Education Journal》2007,35(1):83-88
The transition to kindergarten is an important developmental milestone for young children, their families, and teachers. Preparing
students for successful kindergarten transition has been identified as a national priority, yet the degree to which parents
are involved in kindergarten preparation is rarely considered. This study investigated the family experiences and involvement
in kindergarten transition in 132 families whose children had completed early education programs and were beginning kindergarten.
Results suggest that the majority of families wanted more involvement in the transition to kindergarten planning and wanted
information about kindergarten readiness, including academic and behavioral expectations. The top concerns expressed by families
were attending a new school and difficulties with following directions or other behavior problems. Families with fewer financial
resources reported less involvement in transition activities than families with more resources. Implications for early childhood
education are discussed, in light of the growing emphasis on parent involvement and kindergarten readiness.
The present work was supported, in part, by a Science of Learning Center Catalyst grant (0350341) from the National Science
Foundation awarded to the second and third authors. 相似文献
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美国家长教师协会协同有关专家先后制定了家长/家庭参与项目的国家标准和家庭与学校合作的国家标准。这两份标准均强调家庭与幼儿园之间经常性的、双向的、有意义的沟通,强调构建家庭外部支持系统的重要性。与前一份标准相比,后一份标准更加重视幼儿家庭的多样性,致力于推动家长深度参与幼儿园教育,实现家长与教师的平等合作。 相似文献
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瑞吉欧教育可以被认为是<超越早期教育保育质量>一书作者解构"质量话语"之后认为理想的一种学前教育形态,该书也可以被视作对瑞吉欧教育在教育哲学层面上的一种解读.瑞吉欧教育以"文明社会"的定位超越了以往学前教育国家和经济组织的功能定位,以文明社会的论坛超越了以往学前教育机构的定位,并通过在儿童观、教育中的关系、方案教学和教学记录等方面的创新实现了这种超越性的认识和做法,创造了一种新的文化.对瑞吉欧教育实现的这种种超越,我们一方面要认识到它所依存的文化背景.切不可盲目照搬,另一方面要始终坚持批判的精神,超越后现代主义这一单一视角,努力促成多种视角的对话与沟通,深化和丰富我们对学前教育本质、功能、关系等的思考与认识. 相似文献
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Jyotsna Pattnaik 《Early Childhood Education Journal》1996,24(1):11-16
The changes in the social and economic structure of India have intensified the need for universal early childhood education.
The formidable challenges before the Indian Government are: to provide high quality early childhood education programs; to
preserve indigenous practices such as multilinguality, family/community involvement, participation of older children as caretakers
of their younger siblings; and to provide early childhood education to all children despite serious financial constraints.
This article presents a brief overview of the traditional childrearing practices in India, chronicles government initiatives
in early childhood education, describes the range of programs available in India, and identifies goals that will shape the
future of early childhood programs in India.
Portions of this article will appear in Isenberg, J.P., & Jalongo, M.R. (Eds.). (1997, in press).Trends and issues in early childhood: Challenges, controversies, and insights. New York: Teachers College Press. 相似文献
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家长投入在儿童发展早期阶段具有丰富内涵,包括在家庭、学校、社区合作的情境下家长对早期儿童教育所做的一切贡献。家长投入对儿童,特别是低收入家庭儿童发展的积极意义主要表现在缓冲贫困的消极影响、促进儿童学业成功、改善家庭系统等方面。但低收入家长的投入方式、特点通常与教师预期不一致,其投入教育的动机与信念较弱,缺乏投入子女教育的机会和资源等,都阻碍了低收入家长投入。为此,需要教师、学校与政府将低收入家长作为支持儿童发展的重要资源看待,增强对低收入家庭特点的敏感度,采取适宜的多样化支持策略,与低收入家长建立真正平等的合作关系,共同促进处境不利儿童早期发展。 相似文献
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《Early childhood research quarterly》1988,3(2):139-149
This article describes the issues in early childhood education that were most pressing during the past two decades. It indicates whether each issue has been settled and outlines urgent new issues for today. In 1967 the most salient issues were the importance of early childhood for education, when early education should begin, whether it could compensate for childhood experience at home, and whether the effects of early education were permanent. In 1972 the central issue was the best kind of early educational program. By 1977 attention had shifted to ways that early education could be done most efficiently and cheaply, whether parent education was the answer, and how it worked. By 1982 a new issue had arisen: the effects of full-time day care on preschool children's development. Today's most pressing issues seem to be finding ways to maximize the fit between programs and participants, the implications of the superbaby trend, and the effects of day care on infants' development. 相似文献
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Using Family Backpacks as a Tool to Involve Families in Teaching Young Children About Healthy Eating
Jisoo Hong Diane W. Bales Charlotte R. Wallinga 《Early Childhood Education Journal》2018,46(2):209-221
Children’s obesity rates have increased substantially over the past several decades, due in part to unhealthy eating habits. About 75% of preschool-aged children consume fewer fruits and vegetables than recommended for health. Because children begin developing eating habits during early childhood, obesity prevention programs are increasingly targeting young children in early childhood education (ECE) settings and are involving their families in teaching about healthy eating. The purpose of this pilot study is to assess the effectiveness of a family involvement activity known as the family backpack in increasing fruit and vegetable consumption among 4- and 5-year-old children and their parents through hands-on activities that encourage them to explore and discuss fruits and vegetables at home. Forty-two families (22 experimental, 20 control) participated in the study. Families received a family backpack from their child’s ECE teacher and completed activities with their child at home during a specific week. Experimental-group backpacks contained a children’s book and three activities to encourage parent–child discussion about fruits and vegetables; control-group backpacks contained an unrelated book and activities. Children’s and parents’ fruit and vegetable consumption and frequency of serving fruits and vegetables at home were assessed using parent self-report surveys before and after completing backpack activities. Parents in the experimental group, but not the control group, reported increases in their own and their children’s fruit and vegetable consumption after completing family backpack activities. Family backpacks show promise as a tool for early childhood educators to help families reinforce and expand children’s learning and encourage healthy eating habits at home. 相似文献
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早教机构教师家长指导能力是教师专业能力的重要组成部分。对28所早教机构中162名教师的家长指导能力进行调查发现,早教机构教师的家长指导观较为科学,但婴幼儿教养观存在较明显的问题;能采用集体指导、个别指导、延伸指导等方式开展家长指导工作,但对家长指导的内容把握不完整,等等。早教机构及教师要致力于提高家长对婴幼儿的早期教养能力,以促进婴幼儿的身心健康和谐发展。 相似文献
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The purpose of this article is to describe the effects that parent perceptions of their relationships with teachers have on
parent involvement. After providing a brief review of literature identifying the importance of parent–teacher relationship
formation, the authors provide suggestions for early childhood educators that will help them establish and maintain productive
relationships with the families that they serve. 相似文献
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In the field of early childhood education, dominant discourse is premised on assumptions and values that privilege uniformity, generality, and even the “essential” nature of children and programs that should then be judged according to common criteria. In this article, we focus not on common factors that vary but on particular social practices that have very different meanings for people in two social settings (Taylor, 1979). Specifically, we describe how parent involvement- and parents themselves-were socially constructed within Head Start programs located in different communities, and we suggest how these social practices made particular forms of involvement possible and even necessary. We argue that discourses do not merely represent; they constitute, and different discourses construct both subjects and social relations in particular ways. Finally, we suggest how alternative ways of structuring knowledge and social practice in early childhood might become “communal tools” for exploring yet to be realized possibilities. 相似文献
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文章首先对我国早期教育现状做了简单分析;接下来分别从三个方面分析了早期教育存在不公平的原因:地区发展的差异导致早期教育机会不均等;教育者、家长教育观念的差异和经济原因,导致婴幼儿早教机会不均等,总的来说地区发展差异是影响教育公平的根本原因。 相似文献
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Parents and families who are homeless need positive communication experiences with early childhood programs. This article provides several examples of ways to connect with families who are homeless and to meet their needs through continuous communication. Staff development ideas, parent and family involvement, and school-community support strategies are especially noted. 相似文献
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《Early education and development》2013,24(5):633-658
In the field of early childhood education, dominant discourse is premised on assumptions and values that privilege uniformity, generality, and even the "essential" nature of children and programs that should then be judged according to common criteria. In this article, we focus not on common factors that vary but on particular social practices that have very different meanings for people in two social settings (Taylor, 1979). Specifically, we describe how parent involvement- and parents themselves-were socially constructed within Head Start programs located in different communities, and we suggest how these social practices made particular forms of involvement possible and even necessary. We argue that discourses do not merely represent; they constitute, and different discourses construct both subjects and social relations in particular ways. Finally, we suggest how alternative ways of structuring knowledge and social practice in early childhood might become "communal tools" for exploring yet to be realized possibilities. 相似文献
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Lora Battle Bailey 《Early Childhood Education Journal》2006,34(2):155-167
The notion that parent involvement impacts student learning outcomes for children who are at risk for failing academically has been supported by prominent early childhood education experts. Recent attention has been given to specific ways parents can help increase student learning through their interactions with children as they complete home learning activities. It is important to note that the term parent is used interchangeably with the terms adult, guardian and family member. The term “at-risk reader” refers to readers who are at risk of failing school because of reading deficiencies. This report will examine whether parent training to increase parent–child interactions during the completion of second grade Interactive Homework Assignments (IHA) can facilitate increases in a student’s ability to draw inferences from reading selections, a skill closely aligned with proficiency in reading acquisition. The second grade level was chosen because these children were those whose teachers were concerned with preparing them to take the third grade SAT9. Third grade level was not selected because many of their professional development activities were prescribed due to their immediate concern with preparing students to take the SAT9. IHA, for the scope of this study, is homework designed to increase parent involvement and student achievement. The results indicate that specific parent training during a brief period of time, approximately four weeks, has the potential for improving academic performance for academically at-risk students. 相似文献