Getting Ready: A Relationship-Based Approach to Parent Engagement in Early Childhood Education Settings

Sheridan, Susan M.; Knoche, Lisa L.; Boise, Courtney

doi:10.1007/978-3-030-74617-9_2

Cited by 2 publications

(4 citation statements)

References 13 publications

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“…Although we do not have data about compliance, these findings suggest that more effective interventions are needed for children with behaviour concerns at school entry. This may require programmes of greater intensity, 28 increased focus on self‐regulation and executive function, 29 and stronger collaboration between parents and early childhood educators 30 . For example, data from the Longitudinal Study of Australian Children has highlighted the importance of brief daily educational activities focusing on language for improving educational success 31 .…”

Section: Discussionmentioning

confidence: 99%

“…This may require programmes of greater intensity, 28 increased focus on self-regulation and executive function, 29 and stronger collaboration between parents and early childhood educators. 30 For example, data from the Longitudinal Study of Australian Children has highlighted the importance of brief daily educational activities focusing on language for improving educational success. 31 Regardless of the strategies employed to support children with school readiness concerns, it is important that their developmental progress is monitored, such as with repeat administration of the parent SDQ, and that results are shared with medical practitioners as well as school administrators and teachers.…”

Section: Discussionmentioning

confidence: 99%

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School readiness screening and educational achievement at 9–10 years of age

Shah

Brown

Keegan

et al. 2021

J Paediatrics Child Health

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To determine whether a multi-domain school readiness screening, the Before School Check (B4SC), identifies children at risk of low educational achievement and to compare the educational outcomes between those referred for intervention and those with B4SC concerns who were not referred. Methods: In this longitudinal cohort study of children born at risk of neonatal hypoglycaemia (N 331), the B4SC was performed at 4.5 years of age and a standardised curriculum-based measure of educational achievement was completed at 9-10 years of age. Outcomes of school readiness screening were categorised into 'school readiness concern' or 'no school readiness concern' while 'below standard' and 'well below standard' ratings of educational achievement were combined into a single category of 'low educational achievement'. Results: Overall, 52% of children had ≥1 school readiness concerns at the B4SC, predominantly about behaviour (46%). Having ≥1 school readiness concern was associated with a nearly twofold increase in the likelihood of low academic achievement (OR 1.85, 95% CI 1.14, 3.02), which was apparent only for behaviour concerns. Of the 128 children with behaviour concerns, only 10 (8%) were referred for further interventions. There was a statistically non-significant increase in the rates of low academic achievement among those referred than those non-referred (60% vs. 47%). Conclusion: Identification of behaviour concerns during B4SC is associated with a moderate increase in the likelihood of low academic achievement at 9-10 years. Further, research is needed to determine how academic achievement can be improved in children with behaviour concerns at school entry.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

School readiness screening and educational achievement at 9–10 years of age

Shah

Brown

Keegan

et al. 2021

J Paediatrics Child Health

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“…Partnering is a multi-faceted, family-centered process that promotes family engagement in intervention programs [86,87]. It implies 'co-construction' of the therapeutic relationship: shared observation of child and family strengths/needs, shared development of therapy goals and outcomes, and shared conceptualization of the role of intervention in the child's development [88,89]. It acknowledges that the primary agent for a child's developmental change is the parent-child relationship [86,90,91].…”

Section: Partnering With Familiesmentioning

confidence: 99%

“…Engaged parents extend the reach and dose of any intervention, including play by embedding therapeutic activities into daily routines [89,90]. Parents who participate in play-based intervention programs report gaining an understanding of quality play time, spending more time with their child during play activities, and having a greater understanding of the developmental impact of play [100].…”

Section: Partnering With Familiesmentioning

confidence: 99%

Embedding Play to Enrich Physical Therapy

Fiss

Håkstad

Looper

et al. 2023

Behavioral Sciences

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Play is an active process by which an individual is intrinsically motivated to explore the self, the environment, and/or interactions with another person. For infants and toddlers, engaging in play is essential to support development across multiple domains. Infants and toddlers with or at risk of motor delays may demonstrate differences in play or challenges with engaging in play activities compared to typically developing peers. Pediatric physical therapists often use play as a modality to engage children in therapeutic assessment and interventions. Careful consideration of the design and use of physical therapy that embeds play is needed. Following a 3-day consensus conference and review of the literature, we propose physical therapy that embeds play should consider three components; the child, the environment, and the family. First, engage the child by respecting the child’s behavioral state and following the child’s lead during play, respect the child’s autonomous play initiatives and engagements, use activities across developmental domains, and adapt to the individual child’s needs. Second, structure the environment including the toy selection to support using independent movements as a means to engage in play. Allow the child to initiate and sustain play activities. Third, engage families in play by respecting individual family cultures related to play, while also providing information on the value of play as a tool for learning. Partner with families to design an individualized physical therapy routine that scaffolds or advances play using newly emerging motor skills.

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Getting Ready: A Relationship-Based Approach to Parent Engagement in Early Childhood Education Settings

Cited by 2 publications

References 13 publications

School readiness screening and educational achievement at 9–10 years of age

School readiness screening and educational achievement at 9–10 years of age

Embedding Play to Enrich Physical Therapy

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