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Empowering Diverse Families

Yıl 2020, , 58 - 67, 01.03.2020
https://doi.org/10.20489/intjecse.702077

Öz

The purpose of this article is twofold. One, we demonstrate a family empowerment model for serving diverse families to support the DEC and NAEYC Families standards. Two, we provide strategies for early childhood practitioners to empower diverse families in identifying family concerns, priorities, and resources. Additionally, we discuss ways to effectively communicate with families within culturally responsive contexts. In conclusion, we provide resources and illustrate how to effectively communicate and collaborate with families, with the ultimate goal of improving child outcomes and family functioning.

Kaynakça

  • Afolabi, O. E. (2014). Parents’ involve and psycho-educational development of learners with special educational needs (SENs): An empirical review. International Journal of Early Childhood Special Education, 6(2), 177-203.
  • Banerjee, R., & Luckner, J. (2014). Training needs of early childhood professionals who work with children and families who are culturally and linguistically diverse. Infants & Young Children, 27(1), 43-59.
  • Bayrakli, H., & Sucuoglu, B. (2018). Empowering mothers of children with special needs in early childhood inclusion. International Journal of Early Childhood Special Education, 10(2), 121-143. DOI: 10.20489/intjecse.512387
  • Beck, E. (2015). Overcome the language barrier. PTO Today. Retrieved from http://www.ptotoday.com/pto-today-articles/article/261-overcome-the-language-barrier
  • Blanchard, S. B., Catlett, C., Newton, J. R., & Hurley, J. J. (2017). Young children in immigrant families. Resources Within Reason, Division for Early Childhood. Retrieved from: https://divisionearlychildhood.egnyte.com/dl/RT3LyJdtAm
  • Bruder, M. B. (2010). Early childhood intervention: A promise to children and families for their future. Exceptional Children, 76(3), 39-355.
  • Cartledge, G., Kea, C., & Simmons-Reed, E. (2002). Serving culturally diverse children with serious emotional disturbance and their families. Journal of Child and Family Studies, 11(1), 113–126.
  • Crossman, M., Warfield, M. E., Kotelchuck, M., Hauser-Cram, P., & Parish, S. (2018). Associations between early intervention home visits, family relationships and competence for mothers of children with developmental disabilities. Maternal Child Health Journal, 22(4), 599–607, doi:10.1007/s10995-018-2429-x.
  • Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from http://ww.dec-sped.org/recommendedpractices
  • Dunst, C. J., Hamby, D. W. (2019). Parent perspectives of desired and experienced child and family practices in the early elementary grades. Journal of Education and Practice, 10(15), 33-43.
  • Dunst, C. J., Hamby, D., Trivette, C. M., Raab, M., & Bruder, M. B. (2000). Everyday family and community life and children’s natural occurring learning opportunities. Journal of Early Intervention, 23, 151-164.
  • Dunst, C. J., Boyd, K., Trivette, C. M., & Hamby, D. (2002). Family-oriented program models and professional helpgiving practices. Family Relations, 51(3), 221-229.
  • Dunst, C. J., & Trivette, C. M. (2008). Capacity-building family systems practices. Journal of Family Social Work, 12,119-143.
  • Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2007). Meta-analysis of family-centered help giving practices research. Mental Retardation and Developmental Disabilities Research Reviews, 13, 370-378.
  • Fettig, A., Schultz, T. R., & Ostrosky, M. M. (2013). Collaborating with parents in using effective strategies to reduce children’s challenging behaviors. Young Exceptional Children, 16(1), 30-41.
  • Fults, R. M., & Harry, B. (2012). Combining family centeredness and diversity in early childhood teacher training programs. Teacher Education and Special Education, 35(1), 27-48.
  • Hamby, D. W., Trivette, C. M., Dunst, C. J., & O'Herin, C. E. (2008). Relationship between social support and parent, family and child benefits: A meta-analysis (Winterberry Research Syntheses). Asheville, NC: Winterberry Press.
  • Harry, B., Rueba, R., & Kalyanpur, M. (1999). Cultural reciprocity in sociocultural perspective: Adapting the normalization principle for family collaboration. Exceptional Children, 66(1), 123-136.
  • Hill, R. (1949). Families under stress: Adjustment to the crisis of war separation and reunion. Westport, CT: Greenwood.
  • Kalyanpur, M., & Harry, B. (1999). Culture in special education: Building a posture of cultural reciprocity in parent-professional interactions. Baltimore, MD: Paul H. Brookes.
  • Kilzer, G., & Pedersen, D. E. (2011). The division of child care among couples with young children: An empowerment model. The Social Science Journal, 48, 345-355.
  • Knopf, H. T., & Swick, K. J. (2007). How parents feel about their child’s teacher/school: Implications for early childhood professionals. Early Childhood Education Journal, 34(4), 291-296.
  • Lynch, E. W., & Hanson, M. J. (2011). Developing cross-cultural competence: A guide for working with children and their families. Baltimore, MD: Paul H. Brookes Publishing.
  • Mapp, K., Perez, J., & Aggarwal, C. (2014). Partnering with diverse families: The national framework for dual capacity building. WestEd. Retrieved from https://www.wested.org/resources/newguidanceforpartneringwithdiversefamilieswebinar/
  • National Association for the Education of Young Children. (2018). NAEYC early learning program accreditation standards and assessment items. Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/accreditation/early-learning/standards_and_assessment_web.pdf#page=91
  • Noonan, M. J., & McCormick, L. (2014). Young children with disabilities in natural environments: Methods and procedures (2nd ed.). Baltimore, MD: Brookes. PACER Center. (2017). Working with culturally diverse families. Retrieved from http://www.pacer.org/cultural-diversity/
  • Popp, T. K., & You, H. (2016). Family involvement in early intervention service planning: Links to parental satisfaction and self-efficacy. Journal of Early Childhood Research, 14(3), 333-346.
  • Trivette, C. M., & Banerjee, R. (2015). Using the recommended practices to build parent competence and confidence. In DEC recommended practices: Enhancing services for young children with disabilities and their families (pp. 66-75). Missoula, MT: The Division of Early Childhood.
  • Trivette, C. M., Dunst, C. J., O'Herin, C. E., & Hamby, D. W. (2008). Meta-analysis of the influences of family strengths on parent, family and child functioning (Winterberry Research Syntheses). Asheville, NC: Winterberry Press.
  • Vaughn, S., Bos, C., & Schumm, J. S. (2007). Teaching students who are exceptional. Diverse, and at risk in the general education classroom (4th ed.). Boston, MA: Allyn & Bacon.
  • Winton, P. J. (1990). Promoting a normalizing approach to families: Integrating theory with practice. Topics in Early Childhood Special Education, 1(2), 90-103. Wright, B., Ford, D., Walters, N. (2016). Karl is ready! Why aren’t you? Promoting social and cultural skills in early childhood education. Wisconsin English Journal, 58(2), 81-101.
  • Zayas, L. H., & Solari, F. (1994). Early childhood socialization in Hispanic families: Context, culture, and practice implications. Professional Psychology: Research and Practice, 25(3), 200-206.
  • Zero to Three. (2016). What is Cultural Reciprocity? Retrieved from https://www.zerotothree.org/resources/1577-what-is-cultural-reciprocity
Yıl 2020, , 58 - 67, 01.03.2020
https://doi.org/10.20489/intjecse.702077

Öz

Kaynakça

  • Afolabi, O. E. (2014). Parents’ involve and psycho-educational development of learners with special educational needs (SENs): An empirical review. International Journal of Early Childhood Special Education, 6(2), 177-203.
  • Banerjee, R., & Luckner, J. (2014). Training needs of early childhood professionals who work with children and families who are culturally and linguistically diverse. Infants & Young Children, 27(1), 43-59.
  • Bayrakli, H., & Sucuoglu, B. (2018). Empowering mothers of children with special needs in early childhood inclusion. International Journal of Early Childhood Special Education, 10(2), 121-143. DOI: 10.20489/intjecse.512387
  • Beck, E. (2015). Overcome the language barrier. PTO Today. Retrieved from http://www.ptotoday.com/pto-today-articles/article/261-overcome-the-language-barrier
  • Blanchard, S. B., Catlett, C., Newton, J. R., & Hurley, J. J. (2017). Young children in immigrant families. Resources Within Reason, Division for Early Childhood. Retrieved from: https://divisionearlychildhood.egnyte.com/dl/RT3LyJdtAm
  • Bruder, M. B. (2010). Early childhood intervention: A promise to children and families for their future. Exceptional Children, 76(3), 39-355.
  • Cartledge, G., Kea, C., & Simmons-Reed, E. (2002). Serving culturally diverse children with serious emotional disturbance and their families. Journal of Child and Family Studies, 11(1), 113–126.
  • Crossman, M., Warfield, M. E., Kotelchuck, M., Hauser-Cram, P., & Parish, S. (2018). Associations between early intervention home visits, family relationships and competence for mothers of children with developmental disabilities. Maternal Child Health Journal, 22(4), 599–607, doi:10.1007/s10995-018-2429-x.
  • Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from http://ww.dec-sped.org/recommendedpractices
  • Dunst, C. J., Hamby, D. W. (2019). Parent perspectives of desired and experienced child and family practices in the early elementary grades. Journal of Education and Practice, 10(15), 33-43.
  • Dunst, C. J., Hamby, D., Trivette, C. M., Raab, M., & Bruder, M. B. (2000). Everyday family and community life and children’s natural occurring learning opportunities. Journal of Early Intervention, 23, 151-164.
  • Dunst, C. J., Boyd, K., Trivette, C. M., & Hamby, D. (2002). Family-oriented program models and professional helpgiving practices. Family Relations, 51(3), 221-229.
  • Dunst, C. J., & Trivette, C. M. (2008). Capacity-building family systems practices. Journal of Family Social Work, 12,119-143.
  • Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2007). Meta-analysis of family-centered help giving practices research. Mental Retardation and Developmental Disabilities Research Reviews, 13, 370-378.
  • Fettig, A., Schultz, T. R., & Ostrosky, M. M. (2013). Collaborating with parents in using effective strategies to reduce children’s challenging behaviors. Young Exceptional Children, 16(1), 30-41.
  • Fults, R. M., & Harry, B. (2012). Combining family centeredness and diversity in early childhood teacher training programs. Teacher Education and Special Education, 35(1), 27-48.
  • Hamby, D. W., Trivette, C. M., Dunst, C. J., & O'Herin, C. E. (2008). Relationship between social support and parent, family and child benefits: A meta-analysis (Winterberry Research Syntheses). Asheville, NC: Winterberry Press.
  • Harry, B., Rueba, R., & Kalyanpur, M. (1999). Cultural reciprocity in sociocultural perspective: Adapting the normalization principle for family collaboration. Exceptional Children, 66(1), 123-136.
  • Hill, R. (1949). Families under stress: Adjustment to the crisis of war separation and reunion. Westport, CT: Greenwood.
  • Kalyanpur, M., & Harry, B. (1999). Culture in special education: Building a posture of cultural reciprocity in parent-professional interactions. Baltimore, MD: Paul H. Brookes.
  • Kilzer, G., & Pedersen, D. E. (2011). The division of child care among couples with young children: An empowerment model. The Social Science Journal, 48, 345-355.
  • Knopf, H. T., & Swick, K. J. (2007). How parents feel about their child’s teacher/school: Implications for early childhood professionals. Early Childhood Education Journal, 34(4), 291-296.
  • Lynch, E. W., & Hanson, M. J. (2011). Developing cross-cultural competence: A guide for working with children and their families. Baltimore, MD: Paul H. Brookes Publishing.
  • Mapp, K., Perez, J., & Aggarwal, C. (2014). Partnering with diverse families: The national framework for dual capacity building. WestEd. Retrieved from https://www.wested.org/resources/newguidanceforpartneringwithdiversefamilieswebinar/
  • National Association for the Education of Young Children. (2018). NAEYC early learning program accreditation standards and assessment items. Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/accreditation/early-learning/standards_and_assessment_web.pdf#page=91
  • Noonan, M. J., & McCormick, L. (2014). Young children with disabilities in natural environments: Methods and procedures (2nd ed.). Baltimore, MD: Brookes. PACER Center. (2017). Working with culturally diverse families. Retrieved from http://www.pacer.org/cultural-diversity/
  • Popp, T. K., & You, H. (2016). Family involvement in early intervention service planning: Links to parental satisfaction and self-efficacy. Journal of Early Childhood Research, 14(3), 333-346.
  • Trivette, C. M., & Banerjee, R. (2015). Using the recommended practices to build parent competence and confidence. In DEC recommended practices: Enhancing services for young children with disabilities and their families (pp. 66-75). Missoula, MT: The Division of Early Childhood.
  • Trivette, C. M., Dunst, C. J., O'Herin, C. E., & Hamby, D. W. (2008). Meta-analysis of the influences of family strengths on parent, family and child functioning (Winterberry Research Syntheses). Asheville, NC: Winterberry Press.
  • Vaughn, S., Bos, C., & Schumm, J. S. (2007). Teaching students who are exceptional. Diverse, and at risk in the general education classroom (4th ed.). Boston, MA: Allyn & Bacon.
  • Winton, P. J. (1990). Promoting a normalizing approach to families: Integrating theory with practice. Topics in Early Childhood Special Education, 1(2), 90-103. Wright, B., Ford, D., Walters, N. (2016). Karl is ready! Why aren’t you? Promoting social and cultural skills in early childhood education. Wisconsin English Journal, 58(2), 81-101.
  • Zayas, L. H., & Solari, F. (1994). Early childhood socialization in Hispanic families: Context, culture, and practice implications. Professional Psychology: Research and Practice, 25(3), 200-206.
  • Zero to Three. (2016). What is Cultural Reciprocity? Retrieved from https://www.zerotothree.org/resources/1577-what-is-cultural-reciprocity
Toplam 33 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Heather Coleman Bu kişi benim 0000-0002-0629-7947

Yaoying Xu Bu kişi benim 0000-0002-3683-5347

Serra De Arment Bu kişi benim 0000-0001-7752-7108

Yayımlanma Tarihi 1 Mart 2020
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

APA Coleman, H., Xu, Y., & De Arment, S. (t.y.). Empowering Diverse Families. International Journal of Early Childhood Special Education, 12(1), 58-67. https://doi.org/10.20489/intjecse.702077