Chapter 9: Sharing knowledge with families in a ‘drop-in’ provision within an integrated centre for children and families
Widen your reading by taking a look at this list of useful journal articles.
Article 1: Wall, S. M., Taylor, N. E., Liebow, H., Sabatino, C. A., Mayer, L. M., Farber, M. Z., & Timberlake, E. M. (2005). Early head start and access to early intervention services: A qualitative investigation. Topics in Early Childhood Special Education, 25(4), 218-231.
Abstract: This qualitative study of 32 low-income families with infants or toddlers with developmental delays or disabilities (a) examines whether participation in one Early Head Start (EHS) program increased the likelihood that the families would pursue early intervention services, (b) identifies the phases through which the EHS families progressed in accessing such services, and (c) describes how EHS helped the families obtain access. The study analyses data from interviews, program records, and research measures. The authors found that the EHS families obtained early intervention services at higher rates than the control families. Case studies illustrate how EHS staff developed individualized strategies to help the families obtain early intervention services.
Article 2: Hakyemez, S. (2015). Turkish early childhood educators on parental involvement. European Educational Research Journal, 14(1), 100-112.
Abstract: Research conducted over recent decades show that parental involvement plays a significant role in children’s academic achievement as well as their cognitive, social and emotional development. For effective parental involvement, understanding the conceptualization of early childhood educators should be significant. This research investigated the views of Turkish early childhood educators on parental involvement and attitudes towards its types. Furthermore, it aims to find the reasons behind inefficient usage. A total of 113 educators provided a representative sample from Ankara. The results showed that Turkish early childhood educators have positive attitudes towards parental involvement and its types. In addition, the most popular type of parental involvement is home support. According to the results, the main reason for inefficient parental involvement is the unwillingness of parents to participate.
Article 3: Rouse, L. (2012). Family-centred practice: Empowerment, self-efficacy, and challenges for practitioners in early childhood education and care. Contemporary Issues in Early Childhood, 13(1), 17-26.
Abstract: Family-centred practice has been included in the Victoria, Australia Early Years Learning and Development Framework as a key practice principle for professionals working across all early years programs in that state. While this model of partnership for engaging and collaborating with families has long been used in the early intervention sector, the efficacy of adopting this model more widely across the wider early childhood education and care sector has not been explored. This article presents a discussion on family-centred practice as a model for engaging with families in the care and education of their children. Through an analysis of the underlying philosophy and an examination of the core principles and characteristics, the article explores family-centred practice as it sits within a broader theory of partnership. This analysis identifies that while there are essential principles and characteristics that position the model within a partnership framework, it is the notion of empowerment, an underpinning philosophy guiding the model, that adds another dimension to the way practitioners in early childhood education and care settings collaborate with families. In examining the broader early childhood context, the capacity of many early childhood practitioners to effectively implement empowering behaviours is challenged.