Are we Adequately Preparing Teachers to Partner with Families?

Abstract

Family-centered practice is accepted as best and effective practice by early childhood professional organizations including the National Association for the Education of Young Children, The Council for Exceptional Children's Division of Early Childhood, and The National Board of Professional Teaching Standards. The main objective of family-centered practice is the development of a reciprocal family partnership in order to provide effective early childhood services to young children and families. The literature reveals that there are issues in early childhood teacher preparation in terms of the level of emphasis on family-centered practice, the implementation of a standalone course versus infusion of family-centered content throughout coursework, and the linkage of coursework to practical experience. Teacher perceptions of families have a great deal of influence on the nature of relationships between teachers and families. This literature review illuminates the necessity for teacher preparation programs and school administration to regularly review programming to make certain that students and practicing teachers are adequately prepared to efficiently serve young children in the context of their families.

Is a family‐centred initiative a family‐centred service? A case of a Conductive Education setting for children with cerebral palsy

“…It may well be that being a family-professional partnership-based programme, TK offers high-level FCSs. Furthermore, as family-centred care is included in the Israeli conductors' training curricula both theoretically and practically, they might internalize the important role of the family in the child's development and the powerful effect of parent-professional partnerships while being socialized to the profession (Sewell 2012). Tang et al (2012) argue that teachers usually spend more time working with parents and children than health professionals and therefore are more accessible to parents.…”

Primary Health Care

“…Early childhood educators recognize the importance of parent-focused education, but often lack the expertise, time, and resources to engage parents. 18 Parents are not always confident that sponsoring preschools, schools, or community organizations have expertise in parenting, a key consideration given that a facilitator of engagement in parenting programs is a known and trusted program deliverer. 15 Parents who did not have positive experiences in school or who have difficulty attending owing to other obligations or logistic demands may refrain from participation.…”

Relationships with families: Have educators overlooked a critical piece of the puzzle?

“…There is also a need for school administrators and professional development staffers to further prepare in-service teachers in current collaboration and engagement paradigms and research (Sewell, 2012). Teacher development needs to begin with the key concepts and strategies to build meaningful relationships with families.…”