On board early: Building strong family-school relations

Swick, Kevin J.; Grafwallner, Rolf; Cockey, Michael; Roach, Joan L. M.; Davidson, Sheilah; Mayor, Marie; Gardner, Nancy

doi:10.1007/bf02354845

Cited by 4 publications

(2 citation statements)

References 1 publication

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“…Communication skills (Winton, Brotherson & Summers, 2008;Lv, 2005) and behaviours (Swick, 2003) are also vital aspects of quality communication. Developing policies for partnership is a powerful approach to supporting the development of home-kindergarten partnership (Paik, 2004;Peng & Guo, 2001;Zheng, 2002) as well as providing training for both parents and educators (Berger, 2000;Bojuwoye, 2009;Mcgrath, 2007;Swick et al, 1997). Moreover, fathers' involvement has been highly recommended by recent research as a gateway to effective home-kindergarten partnership (Carlisle, Stanley & Kemple, 2005;Downer & Mendez, 2005;McBride, Dyer & Rane, 2008).…”

Section: Facilitators To Effective Home-kindergarten Partnershipmentioning

confidence: 99%

Chinese parents' perspectives on home–kindergarten partnership: A narrative research

Chen

Agbenyega

2012

Australasian Journal of Early Childhood

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THIS PAPER PRESENTS A study on what it means to practise home–kindergarten partnership differently. Using Bronfenbrenner's bioecological theory, this study draws on the narratives of six Chinese parents' successful involvement in home–kindergarten partnerships. Data was gathered through semi-structured in-depth interviews with parents whose children attend three different kindergartens in Zhejiang, China. Narrative analysis was employed to analyse the data. Critical to the findings is the parents' willingness to grapple with initial complexities and educationally constructed borders and boundaries and to move beyond simplistic partnership with the kindergartens.

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Section: Facilitators To Effective Home-kindergarten Partnershipmentioning

confidence: 99%

Chinese parents' perspectives on home–kindergarten partnership: A narrative research

Chen

Agbenyega

2012

Australasian Journal of Early Childhood

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“…35 Despite the fact that kindergarten entry is a critical period in children's lives, many schools lack specific guidelines to facilitate this transition; nor is there extensive research on best practices in this area. The broader literature on child development and early childhood education offers some general guidance for transition practices that may be promising: contact between kindergartens and preschools so that kindergarten teachers can plan for individual students and so that children know what to expect during the transition; 36 contact between schools and homes, before and after entry into school, so that parents can be actively involved in their children's education; 37,38 and connections between schools and community resources so that children can receive services they need as soon as possible.…”

Section: Childhood Emotional and Behavioralmentioning

confidence: 99%

School Readiness: Helping Communities Get Children Ready for School and Schools Ready for Children

2001

PsycEXTRA Dataset

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M any communities across the country have set for themselves the ambitious goal of enhancing school readiness. But what does school readiness mean, and how do communities know whether they have achieved it? Child Trends developed this Research Brief and other tools to help communities invest wisely in school readiness initiatives. The brief begins by summarizing recommendations from the National Education Goals Panel for defining and assessing school readiness and then presents a framework for community investments based on an "ecological" view of child development. In other words, this framework not only considers factors related to the child, but also to the child's family, early childhood care and education, schools, neighborhood, and the larger society. This Research Brief updates one that Child Trends published in August 2000. It includes some new research findings, as well as new sections on two additional factors that affect school readiness: emergent literacy and the media. Physical well-being and motor development. This dimension covers such factors as health status, growth, and disabilities; physical abilities, such as gross and fine motor skills; and conditions before, at, and after birth, such as exposure to toxic substances. Social and emotional development. Social development refers to children's ability to interact with others. A positive adaptation to school requires such social skills as the ability to take turns and to cooperate. Emotional development includes such factors as children's perceptions of themselves and their abilities to both understand the feelings of other people and to interpret and express their own feelings. Approaches to learning. This dimension refers to the inclination to use skills,

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