Does Capacity-Building Professional Development Engender Practitioners’ Use of Capacity-Building Family-Centered Practices?

Dunst, Carl J.; Espe-Sherwindt, Marilyn; Hamby, Deborah W.

doi:10.12973/eu-jer.8.2.513

Cited by 29 publications

(21 citation statements)

References 60 publications

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“…We found no relationship between FCP training and actual practices (FOCAS actual total scores), as opposed to previous research (Campbell & Sawyer, 2009;Dunst, Espe-Sherwindt, & Hamby, 2019;Dunst, Trivette, & Deal, 2011). Instead, the analysis by items yielded a relationship between training and programme philosophy (Item 1), which reinforces our explanation.…”

Section: Practitioner Characteristics Related To Actual Practicescontrasting

confidence: 56%

“…That regards the type of training received by most participants-which focuses on understanding the principles and values underlying FCP. Previous literature suggests that not all types of training have the same impact on the practitioners' practices (Dunst et al, 2019;Dunst & Raab, 2010;Dunst et al, 2011). Traditional in-service professional development (imparting knowledge) has a low impact on the practitioners' practices (Dunst et al, 2011).…”

Section: Practitioner Characteristics Related To Actual Practicesmentioning

confidence: 99%

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Family‐centred early intervention: Comparing practitioners' actual and desired practices

García‐Ventura

Mas

Balcells‐Balcells

et al. 2020

Child

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Background In Spain, as in other countries, there has been a deep and intense process of change towards the adoption and use of family‐centred practices (FCPs) on early intervention (EI). Despite that several international organizations have recommended FCPs be embedded in EI services, researchers on this field have highlighted a recommendation–implementation gap, as well as the need to point investigation on practitioners and intervention variables involved. Consequently, our goals were to describe and compare the practitioners' appraisals on actual and desired practices in Spain and to explore the relationships between practitioners and intervention characteristics and the use of recommended practices. Methods A survey including practitioner and intervention characteristics measures was used to obtain data needed. The actual and desired practices were explored through the Family Orientation of Community and Agency Services Scale. The participants were 119 EI Spanish practitioners whose programmes were in the first stages of different FCP implementation projects. Results Practitioners reported actual practices to be less family centred than they would like, moderately in line with FCP. They reported desired practices as quite close to recommended practices. Intervention characteristics were related to actual practices, whereas practitioner characteristics were not. Conclusions The results suggest that the recommendation–implementation gap still exists in our context, as well as in other countries. Intervention characteristics seem to be one of the key elements significantly influencing actual practices, though additional research is needed. A comprehensive framework for implementation is needed to bridge the gap between recommendation practices and the use of these practices.

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Section: Practitioner Characteristics Related To Actual Practicescontrasting

confidence: 56%

Section: Practitioner Characteristics Related To Actual Practicesmentioning

confidence: 99%

Family‐centred early intervention: Comparing practitioners' actual and desired practices

García‐Ventura

Mas

Balcells‐Balcells

et al. 2020

Child

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“…Asimismo, los profesionales identifican una carencia de formación para adquirir estrategias de participación familiar (Dunst et al, 2019;García, Rubio, Orcajada, Escorcia y Cañadas, 2018;Mas, Cañadas, Balcells-Balcells, Giné, Serrano y Dunst, 2018). En efecto, las habilidades participativas son un reto, debido a que la percepción de los profesionales no coincide con la realidad teórica argumentada (Escorcia, García, Sánchez, Orcajada y Hernández, 2018;Espe-Sherwindt, 2008).…”

Section: Principios Y Prácticas De La Atención Tempranaunclassified

“…Desarrollando prácticas relacionales y participativas, se debe tener en cuenta la familia como eje del proceso (Dunst et al, 2019). Sin embargo, se han hallado obstáculos para ejecutar significativamente prácticas participativas en los servicios de Atención Temprana (Escorcia et al, 2018;Espe-Sherwind, 2008;Marco et al, 2018;Mas et al, 2019;Rouse, 2012) y aún no se ha demostrado una implicación directa con los resultados positivos del desarrollo del niño, lo cual indica la falta de investigación en este ámbito (Fernández et al, 2017;Gavidia et al, 2015;Hughes y Gavidia, 2019).…”

Section: Conclusiónunclassified

“…Paralelamente, se une la carencia de formación de los profesionales para llevar a cabo dicho modelo (Cañadas, 2012;Dias y Cadime, 2019;Dunst et al, 2019;Escorcia et al, 2018;Espe-Sherwind, 2008;Gavidia et al, 2015;Mas et al, 2018;Marco et al, 2018;Pereira y Serrano, 2014). Además, los servicios han de apostar por los principios de calidad (Millá, 2005;Minard, 2018;Pereira y Serrano, 2014) evaluando, constantemente, los programas de intervención (Epley et al, 2010;Fox et al, 2015) a partir de la percepción de los progenitores (Davis y Gavidia, 2009;Dias y Cadime, 2019;Gavidia et al, 2015;Hughes y Gavidia, 2019;Pighini et al, 2014).…”

Section: Conclusiónunclassified

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Evidencias y retos de la Atención Temprana: el modelo centrado en la familia

Pons

Gelabert

2020

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El propósito de la Atención Temprana es ofrecer un servicio de calidad para el máximo desarrollo y autonomía de los niños y abogar por la calidad de vida y el bienestar familiar. El modelo actual de intervención se identifica con las prácticas centradas en la familia, basadas en la construcción de capacidades familiares, donde los profesionales deben actuar como colaboradores para dar respuesta a las necesidades de los progenitores. Este artículo pretende realizar una revisión sistematizada de la literatura, para analizar las investigaciones empíricas en el campo de la Atención Temprana desde el año 2000 e identificar aspectos que inducen a nuevas investigaciones. Se hallaron y analizaron un total de 33 artículos. Los resultados muestran que, a pesar de que se lleve a cabo el modelo centrado en la familia, hay obstáculos para desempeñar prácticas participativas, ya que implican la modificación de los apoyos profesionales y, al mismo tiempo, cambios en el protagonismo de la familia durante la intervención. La formación, la actitud del profesional o la toma de decisiones conjunta entre el profesional y la familia son aspectos que requieren ser mejorados de acuerdo con los principios del modelo centrado en la familia. Además, se precisa mayor investigación en la relación profesional-familia, el bienestar familiar, el desarrollo de nuevos programas y la actitud de los profesionales para consagrar la calidad de los servicios de Atención Temprana.

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Capturing the Complexities of Collaborative Partnerships in Early Childhood Through Metaphor

Mason,

Brown,

Carter

2023

Early Childhood Educ J

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Within an early childhood setting strong collaborative partnerships between the service and the family are critical to the success of a child’s development and learning. Collaborative interactions with families are considered indicators of quality within early childhood services. Whilst the value and importance of collaborative partnerships are widely agreed upon, the plethora of terms utilised to describe collaborative partnerships, and the multitude of models for its enactment have muddied the waters for successful interpretation and application in practice. This paper employs metaphor as a way of creating conceptual clarity of the complex issues surfaced in the literature related to collaborative partnerships and their intended implementation in curriculum and policy, and what practices occur in services globally. Findings highlight a mismatch between discourse and practice and elucidate the missed opportunities for collaborative partnerships towards improving service quality. Insights identified in this paper are relevant to the early childhood sector, highlighting a call for further clarity and interpretation of the term and mechanisms of quality collaborative partnership to inform practices in the field. This paper suggests new ways of thinking that rupture taken for granted viewpoints, offering the metaphor of a tandem bicycle to reflect the collaborative partnership between educators and families. This article provides a powerful provocation for the early childhood field to encourage reflection and refinement to existing conceptualisations of family-educator relationships.

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Does Capacity-Building Professional Development Engender Practitioners’ Use of Capacity-Building Family-Centered Practices?

Cited by 29 publications

References 60 publications

Family‐centred early intervention: Comparing practitioners' actual and desired practices

Family‐centred early intervention: Comparing practitioners' actual and desired practices

Evidencias y retos de la Atención Temprana: el modelo centrado en la familia

Capturing the Complexities of Collaborative Partnerships in Early Childhood Through Metaphor

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