Understanding Families
Two theories in particular are helpful to teachers for understanding the families with which they work: Uri Bronfenbrenner’s (1979) ecological theory (introduced in Chapter 1) and family systems theory (FST), used widely in family therapy settings (Christian, 2007; Fiese, Eckert, & Spagnola, 2006; Grant & Ray, 2010; Hill, Stremmel, & Fu, 2007; Weiss, Kreider, Lopez, & Chatman, 2005). Taking a family-centered approach departs from older, more traditional parent involvement models by shifting emphasis from the program to the families (Hill, Stremmel, & Fu, 2007). Further, a family-centered approach respects families as decision makers and culture bearers and assumes that all members of the family should benefit from home-school collaboration.
Bronfenbrenner’s Ecological Theory
Bronfenbrenner’s theory makes particular sense as a foundation for thinking about home/school/community relationships because it represents the child’s experience in the context of interrelated influences. When teachers understand and apply these influences to the particular community environments in which they teach, they can use this knowledge to customize their strategies for the development of relationships with families. Table 5.1 lists the priorities, suggested by ecological theory, for educators who want to develop family involvement in their programs (Weiss, Kreider, Lopez, & Chatman, 2005).