| Description |
xvii, 375 pages : color illustrations ; 28 cm |
| Contents |
Contents note continued: Assertiveness versus Aggression -- Conflict Resolution -- Some Ineffective and Inappropriate Practices to Avoid in Interpersonal Communication -- Helpful Attitudes for Effective Interpersonal Communication -- Staff-Staff Communication -- Summary and Conclusions -- Theory into Practice Suggestions (TIPS) -- Applications -- Questions for Reflection and Discussion -- Field Assignments -- References -- ch. 9 Supporting Young Children's Learning at Home -- Objectives Aligned with NAEYC Standards -- Key Terms -- Theoretical Foundations -- Overview -- Families and Literacy -- Families and Science -- Families and Mathematics -- Families and Social Studies -- Families and Health, Safety, Nutrition, and Movement -- Families and the Arts -- Social and Emotional Foundations of Children's Learning -- Summary and Conclusions -- Theory into Practice Suggestions (TIPS) -- Applications -- Questions for Reflection and Discussion -- Field Assignments -- References -- |
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Contents note continued: Boards of Trustees and Advisory Boards -- Caring Communities -- Referring Children for Additional or Varying Services -- Program Models -- Head Start -- Comer Schools -- Community Schools -- Early Intervention -- Preschool Inclusion -- Other Models -- Interdisciplinary Collaboration -- Benefits -- Challenges -- Family-Centered Interprofessional Collaboration -- The Business Community -- Professionalism in Early Childhood Education -- Knowledge Base -- Continuing Professional Development -- The Movement to Leave No Child Behind -- Summary and Conclusions -- Theory into Practice Suggestions (TIPS) -- Applications -- Questions for Reflection and Discussion -- Field Assignments -- References -- CASE STUDIES -- Case 1 Supporting Families in Infant Care Programs -- Case 2 Challenges of Increasing Family Involvement -- Case 3 Helping Family Members and Staff to Understand Developmentally Appropriate Practice -- |
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Contents note continued: Building and Maintaining Relationships -- Character Education and Spirituality -- Collaborating with Societal Institutions -- Parenting Styles and Beliefs -- Trends in Beliefs about Discipline Strategies -- Motherhood and Fatherhood -- Mothering -- Fathering -- Parenting Beliefs -- Parents' Understanding of Child Development and Current Issues -- Interactions with Early Childhood Educators -- Summary and Conclusions -- Theory into Practice Suggestions (TIPS) -- Applications -- Questions for Reflection and Discussion -- Field Assignments -- References -- ch. 6 Family Stress -- Objectives Aligned with NAEYC Standards -- Key Terms -- Family Systems Theory -- Horizontal Stressors -- Families and Unpredictable Stressors -- Family Violence -- A Particular Form of Family Violence: Child Abuse -- Substance Abuse in Families -- Marital Transitions and Single Parenting -- Homeless Families -- Families and Children with Disabilities -- |
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Contents note continued: Case 4 Developmentally Appropriate Practices in Head Start -- Case 5 Early Childhood Inclusive Practices -- Case 6 Standardized Assessment -- Case 7 English Language Learners -- Case 8 A Parenting Grandparent -- Case 9 When Parents Deploy |
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Contents note continued: Families and Children with Serious Illness -- Immigrant Families -- Migrant Families -- Military Families -- Children of Incarcerated Parents -- Role of Early Childhood Educators -- Summary and Conclusions -- Theory into Practice Suggestions (TIPS) -- Applications -- Questions for Reflection and Discussion -- Field Assignments -- References -- pt. II Practice -- ch. 7 A Family-Based Philosophy in Early Childhood Education -- Objectives Aligned with NAEYC Standards -- Key Terms -- Rationale for a Family-Based Philosophy in Early Childhood Education -- The Example Set by Head Start -- Families in a Democracy -- Continuity -- Home Visiting -- Family Support -- Responsibilities of Families and Schools -- Empowering Parents -- Linking Parents and Teachers -- Parents as Consumers of Children's Education -- Supporting School Policy and Families -- Conceptual Frameworks for Family, School, and Community Partnerships -- Epstein's Framework -- |
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Contents note continued: Family Strengths -- What Makes a Family Strong? -- What Factors Support Family Strengths? -- Family Functions -- Historical and Contemporary Purposes of Families -- Causes of Change in Family Functions -- Family Law -- Family Structure -- Variations in Family Form -- The Meaning of Birth Order -- Application of Chapter Information -- Family Support -- Early Childhood Programs -- Summary and Conclusions -- Theory into Practice Suggestions (TIPS) -- Applications -- Questions for Reflection and Discussion -- Field Assignments -- References -- ch. 5 Parenting -- Objectives Aligned with NAEYC Standards -- Key Terms -- Theoretical Perspectives -- Bioecological Theory -- Developmental Contextualism -- Ways to Parenthood -- Biological and Fertility Alternatives -- Blended Families -- Adoption -- Foster Parents -- Grandparents as Parents -- Teen Parents -- Responsibilities of Parents -- Economic -- Nurturance and Child Care -- Attachment and Socialization -- |
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Contents note continued: Questions for Reflection and Discussion -- Field Assignments -- References -- ch. 2 Understanding Family Diversity -- Objectives Aligned with NAEYC Standards -- Key Terms -- Contextualist Theories and Family Differences -- Ways in Which Families Are Different -- Ethnicity, Race, and Culture -- Language Differences among Families -- Economic Differences among Families -- Gender Role Identity -- Families and Religiosity -- Geographic Region -- Application to Early Childhood Education Programs -- Celebrating Diversity -- Inclusiveness -- Selected Web Sites about Various Religious Celebrations and Traditions -- Ethical Considerations -- Relating Diversity to Developmentally Appropriate Practice -- Relating Diversity to Programs for Children with Special Needs -- Relating Diversity to NAEYC Accreditation Guidelines -- Relating Diversity to Professional Code of Ethical Conduct -- Relating Diversity to Family Support Principles -- Summary and Conclusions -- |
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Contents note continued: Theory into Practice Suggestions (TIPS) -- Applications -- Questions for Reflection and Discussion -- Field Assignments -- References -- ch. 3 Developmental Issues in Families with Young Children -- Objectives Aligned with NAEYC Standards -- Key Terms -- Theoretical Foundations -- Bioecological Theory -- Family Systems Theory -- Developmental Issues in Families -- Transition to Parenthood -- Child Care -- Technology -- Sibling relationships -- Work and Family -- Extended Family Relationships -- Practical and Ethical Considerations -- Family Support Principles -- Code of Ethical Conduct -- Summary and Conclusions -- Theory into Practice Suggestions (TIPS) -- Applications -- Questions for Reflection and Discussion -- Field Assignments -- References -- ch. 4 Family Strengths, Family Functions, and Family Structure -- Objectives Aligned with NAEYC Standards -- Key Terms -- Introduction -- Defining Family Strengths, Functions, and Structure -- |
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Contents note continued: ch. 10 Parent Education and Family Life Education -- Objectives Aligned with NAEYC Standards -- Key Terms -- Bioecological Theory -- Philosophy about Programs of Parent Education -- Assessing Needs and Effects -- Format of Programs -- Methods of Parent Education -- Parent Education Packages -- Parent Education Books -- Parents as Teachers -- Home Instruction Program for Preschool Youngsters -- Family Life Education -- The Role of Early Childhood Educators in Parent Education and Family Life Education -- Topics for Parenting Support -- Summary and Conclusions -- Theory into Practice Suggestions (TIPS) -- Applications -- Questions for Discussion and Reflection -- Field Assignments -- References -- ch. 11 Early Childhood Educators in the Community -- Objectives Aligned with NAEYC Standards -- Key Terms -- Bioecological and Sociocultural Theory -- Community Involvement in Early Childhood Education -- Local School Boards -- |
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Contents note continued: National Standards from the PTA -- Coleman's Framework -- Cochran's Framework -- Moll's Framework -- Professionalism in Family-Based Early Education -- Confidentiality -- Cultural competence -- Advocacy -- Collaboration -- Understanding Roles and Boundaries -- Record-Keeping -- Embracing Diversity -- Observing and Appreciating Differences -- Understanding That Many Ways of Interacting with Children Can Serve Them Well -- Evaluating the Family Involvement Component in Early Education -- Summary and Conclusions -- Theory into Practice Suggestions (TIPS) -- Applications -- Questions for Reflection and Discussion -- Field Assignments -- References -- ch. 8 Family-Staff Relationships -- Objectives Aligned with NAEYC Standards -- Key Terms -- Building Relationships -- Communication -- Ongoing Communication -- One-Way Communication -- Two-Way Communication -- Effective Interpersonal Communication -- Guidelines for Giving and Receiving Criticism -- |
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Machine generated contents note: pt. I Understanding Families -- ch. 1 A Theory-Based Approach to Family Involvement in Early Childhood Education -- Objectives Aligned with NAEYC Standards -- Key Terms -- The Importance of Families and Communities in Children's Lives -- Perspectives on Family Involvement -- Contextualist Theories -- Bronfenbrenner's Bioecological Theory -- Vygotsky's Sociocultural Theory -- Family Systems Theory -- Implications for Practice in Early Childhood Education -- Guidelines for Developmentally Appropriate Practice (DAP) -- Key Characteristics of Early Childhood Programs Practicing Inclusion -- National Association for the Education of Young Children (NAEYC) Accreditation Performance Criteria -- Division for Early Childhood (DEC) of the Council on Exceptional Children (CEC) Recommended Family-Based Practices -- Family Support Movement -- Summary and Conclusions -- Theory into Practice Suggestions (TIPS) -- Applications -- |
| Bibliography |
Includes bibliographical references and index |
| Subject |
Community and school -- United States.
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Early childhood education -- Social aspects -- United States.
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Home and school -- United States.
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| Author |
Chrisman, Kent, author
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| ISBN |
1133938949 (student edition) |
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9781133938941 (student edition) |
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