Parental perceptions of supportive and non-supportive influences on the development of leadership

Hailey, Debra Jo

doi:10.31390/gradschool_dissertations.3371

DOI: 10.31390/gradschool_dissertations.3371

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Parental perceptions of supportive and non-supportive influences on the development of leadership

Debra Jo Hailey¹

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Family Stories: A Teaching Tool for Families and Early Childhood Educators

Hailey¹,

Hailey²,

Fazio-Brunson³

2019

IJHSS

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The National Association for the Education of Young Children calls for early childhood practitioners to design learning experiences which are both culturally and individually relevant, all while working with parents in reciprocal ways to help all children learn. One intentional strategy for achieving this is the use of family storytelling. Family stories can be used to perpetuate the family legacy of positive character traits and values. Further, using family stories as a parenting practice has positive outcomes such as giving guidance, establishing a sense of belonging, and bolstering emotional health. Additional evidence indicates that family storytelling can also have a positive impact on young children's literacy skills. Family stories have a long history and can cross socio-cultural, literacy, and language lines to potentially improve all types of families and family bonds worldwide. Strategies for families and teachers that will aid in collecting and sharing family stories are included.

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Family Stories: A Teaching Tool for Families and Early Childhood Educators

Hailey¹,

Hailey²,

Fazio-Brunson³

2019

IJHSS

View full text Add to dashboard Cite

show abstract

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Parental perceptions of supportive and non-supportive influences on the development of leadership

Cited by 1 publication

References 128 publications

Family Stories: A Teaching Tool for Families and Early Childhood Educators

Family Stories: A Teaching Tool for Families and Early Childhood Educators

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