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Children with Special Needs While all children, families, and teachers benefit from high-quality, ongoing interactions, this dynamic might be considered absolutely essential for children with special needs. In a recent study of nine child-care centers that serve children with disabilities (Bradley & Kibera, 2007), the researchers learned that understanding and attention to family culture was […]

Understanding and Collaborating with Families Many collaboration approaches have been devised, implemented, and studied over the past half-century. With shifts in priorities and technological advances, the details about how early care and education programs connect with families continue to change and evolve. But in general the emphasis and goals have been to promote mutually inclusive,

The Goals of a Collaborative Approach According to the NAEYC, the goals of a collaborative approach to home/school/community involvement should be to increase learning and reduce the achievement gap that still persists in our society (Copple & Bredekamp, 2009). One of the core considerations of DAP is the need to understand sociocultural family contexts as

Early Collaboration: Parent-Teacher Associations Candace Jaruszewicz In the days of mostly rural schools, the community shared all responsibility for the education of its children. This photo documents the author’s great grandfather using his tractor in 1918 to move the local one-room “Liberty” school across the prairie to its new location. Like other aspects of early

What Is a Collaborative Approach and Why Is It Important? As an expanding number of households have both parents working outside the home. As of 2010, the number of women in the workforce is 58.6 percent or 72 million; women are projected to account for 51 percent of the increase in total growth in the

How will you make connections between the school, your families, and the local community? In this chapter, we will address the very important challenge of how to construct meaningful and mutually beneficial relationships with families and the community, particularly with respect to curriculum. (Note: In this chapter, all references to interactions and communications with families

Curriculum as a Collaboration with Families and the Community Yellow Dog Productions / Getty Images Learning Objectives After reading this chapter, you should be able to: Explain the importance of a collaborative approach to working with families. Summarize accepted principles, effective strategies, and typical challenges for understanding and working with families. Explain how teachers can

Cognitive Domain iStockphoto/Thinkstock The cognitive development of children in the primary grades is best supported when they can engage in integrated learning that is closely related to their interests; this kindergarten child is working on her science journal. Given the characteristics of primary children previously mentioned, curriculum for this age group best complements cognitive development

Affective Domain Erikson characterizes the years when children are in the primary grades as those when they are highly motivated psychologically to be industrious but also extremely vulnerable to feelings of inferiority. The primary school curriculum should therefore provide for an individualized approach that encourages children to use their energy and motivation to become fully

Physical Domain Primary aged children still have a great need for activity, although their rate of growth slows over this time period and much of their activity serves to refine skills that have already emerged. A number of recent research studies confirm strong positive correlations between physical activity/exercise and intelligence, academic achievement, and learning (Donnelly,