Families, schools, and communities : together for young children

목차 (Table of Contents)

• CONTENTS
• FOREWORD = ⅹ
• PREFACE = xiii
• PART Ⅰ : Understanding Families
• CHAPTER 1 : A Theory-based Approach to Family Involvement in Early Childhood Education = 2
• The Importance of Families in Children's Lives = 3
• Contextualist Theories = 4
• Bronfenbrenner's Bioecological Theory = 6
• Vygotsky's Dialectical Theory = 8
• Family Systems Theory = 10
• Implications for Practice in Early Childhood Education = 13
• Guidelines for Developmentally Appropriate Practice(DAP) = 13
• Key Characteristics of Early Childhood Programs Practicing Inclusion = 14
• National Accreditation Guidelines = 14
• Family Support Movement = 16
• Summary and Conclusions = 17
• Key Terms = 17
• Chapter One Applications = 17
• Questions for Reflection and Discussion = 18
• Field Assignments = 18
• References = 18
• CHAPTER 2 : Understanding Family Diversity Contextualist Theories and Family Differences = 21
• Ways in Which Families Are Different = 22
• Ethnicity, Race, and Culture = 22
• Economic Differences in Families = 25
• Gender Role Identity = 29
• Families and Religiosity = 35
• Geographic Region = 37
• Application to Early Childhood Education Programs = 38
• Celebrating Diversity = 38
• Inclusiveness = 38
• Ethical Considerations = 9
• Relating Diversity to Developmentally Appropriate Practice = 39
• Accreditation Guidelines = 40
• Family Support Principles = 40
• Summary and Conclusions = 40
• Key Terms = 41
• Chapter Two Applications = 41
• Questions for Reflection and Discussion = 41
• Field Assignments = 41
• References = 41
• CHAPTER 3 : Developmental Issues in Families with Young Children = 44
• Theoretical Foundation = 45
• Bioecological Theory = 45
• Family Systems Theory = 46
• Family Issues = 46
• Transition to Parenthood = 46
• Sibling Relationships = 46
• Work and Family = 50
• Child Care = 54
• Extended Family Relationships = 56
• Practical and Ethical Considerations = 59
• Family Support Principles = 59
• Code of Ethical Conduct = 60
• Summary and Conclusions = 60
• Key Terms = 60
• Chapter Three Applications = 60
• Questions for Reflection and Discussion = 60
• Field Assignments = 61
• References = 61
• CHAPTER 4 : Family Strengths, Family Functions, and Family Structure = 64
• Introduction = 65
• Defining Family Strengths, Functions, and Structure = 65
• Bioecological Theory = 66
• Family Systems Theory = 67
• Family Strengths = 69
• What Makes a Family Strong? = 69
• What Factors Support Family Strengths? = 69
• Resilient Children = 70
• Family Functions = 71
• Historical and Contemporary Purposes of Families = 71
• Causes of Change in Family Functions = 72
• Family Law = 73
• Family Structure = 74
• Variations in Family Form = 74
• The Meaning of Birth Order = 76
• Application of Chapter Information = 77
• Family Support = 77
• Early Childhood Programs = 77
• Partnership for Family Involvement in Education = 78
• Summary and Conclusions = 80
• Key Terms = 80
• Chapter Four Applications = 80
• Questions for Reflection and Discussion = 81
• Field Assignments = 81
• References = 81
• CHAPTER 5 : Parenting = 84
• Bioecological Theory = 85
• What Affects Parenting? = 85
• Microsystem Effects = 85
• Exosystem and Macrosystem Effects = 85
• Chronosystem Effects = 86
• Ways to Parenthood = 86
• Biological and Fertility Alternatives = 86
• Blended Families = 87
• Adoption = 88
• Grandparents As Parents = 89
• Responsibilities of Parenthood = 91
• Economic = 91
• Nurturance and Child Care = 91
• Attachment and Socialization = 92
• Building and Maintaining Relationships = 92
• Character Education and Spirituality = 93
• Collaborating with Societal Institutions = 93
• Parenting Styles = 93
• Authoritative = 94
• Permissive = 94
• Authoritarian = 94
• Trends in Beliefs about Discipline Strategies = 95
• Mothers and Fathers = 95
• Differences in Parenting = 95
• Capabilities of Mothers and Fathers = 96
• Stay-at-Home Fathers = 96
• Parenting Beliefs = 96
• Child Development and the Role of Children in Families = 96
• Interactions with Early Childhood Educators = 97
• Summary and Conclusions = 98
• Key Terms = 98
• Chapter Five Applications = 98
• Questions for Reflection and Discussion = 98
• Field Assignments = 98
• References = 99
• CHAPTER 6 : Family Stress = 100
• Family Systems Theory = 101
• The Circumplex Model and Family Coping = 101
• Horizontal Stressors = 101
• Families and Unpredictable Stressors = 102
• Family Violence = 102
• High Level of Conflict Inherent in Family Life = 102
• Gender and Age Differences = 102
• Involuntary Membership = 102
• Family Privacy = 103
• Increasing Conflict Leads to Violence = 103
• Gender Inequality = 103
• Society's Sanction of Violence = 103
• Early Training in Family Violence = 103
• Multiple Causes = 103
• A Particular Form of Family Violence : Child Abuse = 104
• Resources for Information about Child Abuse and Neglect = 109
• Substance Abuse in Families = 109
• Marital Transitions and Single Parenting = 110
• Homeless Families = 112
• Resources for Working with Homeless Families = 114
• Families and Children with Disabilities = 114
• Families and Children with Serious Illness = 117
• Immigrant Families = 120
• Migrant Families = 121
• Children of Incarcerated Parents = 122
• The Role of Early Childhood Educators = 123
• Summary and Conclusions = 124
• Key Terms = 124
• Chapter Six Applications = 124
• Questions for Reflection and Discussion = 125
• Field Assignments = 125
• References = 125
• PART Ⅱ : Practice
• CHAPTER 7 : A Family-based Philosophy in Early Childhood Education = 130
• Rationale for a Family-based Philosophy in Early Childhood Education = 131
• The Example Set by Head Start = 131
• Families in a Democracy = 133
• Rights and Responsibilities of Parents = 133
• Continuity = 133
• From Home to School = 133
• Transitions during the Day = 134
• Transitioning from Preschool to Kindergarten = 136
• Home Visiting = 136
• Family Support = 138
• Responsibilities of Home and School = 138
• Empowering Parents = 138
• Linking Parents and Teachers = 139
• Parents as Consumers of Children's Education = 139
• Supporting School Policy and Families = 140
• A Framework for School, Family, and Community Partnerships = 141
• National Standards from the PTA = 141
• Professionalism in Family-based Early Education = 143
• Embracing Diversity = 144
• Observing and Appreciating Differences = 145
• Anti-bias Curriculum = 146
• Understanding That Many Ways of Relating to Children Can Serve Them Well = 147
• Evaluating the Family Involvement Component in Early Education = 147
• Summary and Conclusions = 150
• Key Terms = 150
• Chapter Seven Applications = 150
• Questions for Reflection and Discussion = 151
• Field Assignments = 151
• References = 151
• CHAPTER 8 : Family-Staff Relationships = 154
• Building Relationships = 155
• Attitudes = 155
• Practices = 155
• Written Communication = 155
• Communication In-Person = 155
• Ongoing Communication = 158
• One-Way Communication = 158
• Newsletters = 158
• Notes = 158
• Announcements = 158
• Daily Information Sheets = 159
• Two-Way Communication = 160
• Planned Conferences = 160
• Unplanned Conferences = 162
• Phone Calls = 162
• Journaling = 163
• Electronic Mail = 164
• Home Visits = 164
• Effective Interpersonal Communication = 164
• Active Listening = 164
• Reflecting = 166
• I-Messages and We-Messages = 166
• Nonverbal Communication = 168
• Guidelines for Giving and Receiving Criticism = 169
• Assertiveness versus Aggression = 170
• Conflict Resolution = 170
• Some Ineffective and Inappropriate Practices to Avoid in Interpersonal Communication = 172
• Helpful Attitudes for Effective Interpersonal Communication = 172
• Summary and Conclusions = 173
• Key Terms = 173
• Chapter Eight Applications = 173
• Questions for Reflection and Discussion = 173
• Field Assignments = 174
• References = 174
• CHAPTER 9 : Parent Education and Family Life Education = 176
• Bioecological Theory = 177
• Philosophy about Programs of Parent Education = 178
• Assessing Needs and Effects = 178
• Format of Programs = 179
• Methods of Parent Education = 181
• Parent Education Packages = 181
• Parent Education Books = 183
• Parents as Teachers(PAT) = 184
• Home Instruction Program for Preschool Youngsters(HIPPY) = 187
• Family Life Education = 188
• The Role of Early Childhood Educators in Parent Education and Family Life Education = 189
• Topics for Parent Education = 190
• Topic One : The Value of Play for Young Children = 190
• Topic Two : What Is Developmentally Appropriate Practice? = 191
• Topic Three : Positive Guidance = 192
• Topic Four : Limiting Television = 193
• Topic Five : Homework = 194
• Topic Six : Healthy Sexuality Development = 194
• Topic Seven : Early Brain Development = 195
• Topic Eight : Family Literacy = 195
• Summary and Conclusions = 196
• Key Terms = 196
• Chapter Nine Applications = 196
• Questions for Reflection and Discussion = 196
• Field Assignments = 196
• References = 197
• CHAPTER 10 : Early Childhood Educators in the Community = 198
• Bioecological Theory = 199
• Community Involvement in Early Childhood Education = 200
• Local School Boards = 200
• Reasons to Encourage Family Involvement in Local School Boards = 201
• Boards of Trustees and Advisory Boards = 203
• Caring Communities = 203
• Referring Children for Additional or Varying Services = 204
• Program Models = 205
• Head Start = 205
• Comer Schools = 206
• Early Intervention = 206
• Preschool Inclusion = 209
• Other Models = 209
• Instructional Support Teams = 209
• United Way's Focus on Our Future = 209
• Project Even Start = 211
• Interdisciplinary Collaboration = 211
• Benefits = 211
• Challenges = 211
• Family-Centered Interprofessional Collaboration = 211
• The Business Community = 212
• Professionalism in Early Childhood Education = 212
• Knowledge Base = 212
• Continuing Professional Development = 213
• Community Update = 213
• The Movement to Leave No Child Behind = 214
• Summary and Conclusions = 214
• Key Terms = 215
• Chapter Ten Applications = 215
• Questions for Reflection and Discussion = 215
• Field Assignments = 215
• References = 215
• CASE STUDIES = 217
• APPENDIX A : Web Sites for Professional Development = 231
• APPENDIX B : NAEYC Code of Ethical Conduct and Statement of Commitment = 239
• APPENDIX C : National Academy of Early Childhood Programs Accreditation Criteria = 247
• APPENDIX D : National Education Goals = 251
• APPENDIX E : Professional Preparation Guidelines for Early Childhood Education = 255
• APPENDIX F : NAEYC Position Statement on Child Abuse Prevention = 267
• GLOSSARY = 277
• INDEX = 287