Many children enter an early childhood education setting as their first experience with school, outside of the home environment. It is important that early childhood education professionals understand that each child is unique and comes into our centers/programs from diverse backgrounds. As we learned last week, when early childhood education professionals understand the diverse needs of the families present in their educational settings, they can provide greater support for the children in their care.
This week’s discussion will allow you to examine several different family and community partnerships common in early childhood education. You will use your knowledge and experience to discuss which partnerships you will work on to facilitate in your future role. To prepare for this week’s discussion, please review the required readings for the week. Also, you should focus specifically on Epstein’s research of types of parent involvement models beginning on page 86.
For this discussion, choose three of the six types of family involvement discussed and complete following table: create a Table
Type of Parent Partnership
Most important characteristic of this type of partnership
Ways you will support this partnership in your desired future role including a connection to the community
Barriers you may encounter in developing this partnership in your desired future role
Plan of action to overcome barriers you may encounter in developing this partnership in your desired future role
Joyce Epstein, a leader in school–family–community research, discusses the overlapping spheres of influence of home and school, with both centered on the child. She suggests that the ideal is more family-like schools and more school-like families, and therefore identifies six types of family involvement, with successful programs incorporating all six. Many schools are now following this model. Here are the six types of involvement:
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