I need as much information as possible on this question. Please provide concrete examples. Thank you.
I have located an excellent article that addresses numerous ways to encourage family support and participation in a childcare or early education program, which you can draw on for your 3-page report.
Let's look at four illustrative projects first from the attached article (Weiss & Caspe, 2006), which lists specific initiatives to encourage family support and involvement, which you can draw on for your final copy. These examples are drawn from the attached article, which discusses each initiative more fully. Following these examples are specific things a teacher or policy-makers can do to encourage and to get families involved.
Illustrative Example 1: Supporting Home-School Relationships Over Time
Chicago Child-Parent Centers (CPC) have been administered by the Chicago public schools since 1967 and funded through the Elementary and Secondary Education Act of 1965. One of the programs cited most frequently by policymakers and researchers building the argument for universal pre-K, the CPC program provides preschool education for low-income children from age 3 through third grade, as well as a variety of family support services inside and outside the centers.Although home visitation is provided, most family support activities are directed toward enhancing involvement in children's education at home and in school. Involvement may include a wide variety of activities, such as:
. parents volunteering as classroom aides,
. interacting with other parents in the center's parent resource room,
. participating in educational workshops and courses,
. attending school events,
. accompanying classes on field trips, and
. attending parent-teacher meetings.
This involvement strengthens parenting skills, vocational skills, and social supports.Studies have indicated that CPC is effective in promoting both family and child development outcomes. Relative to a matched control group of children, CPC preschool participation was associated with greater parent involvement in and satisfaction with children's schooling and higher expectations for children's educational attainment.27 Both preschool participation and preschool plus school-age participation were associated with greater school achievement and lower rates of school remediation services. Moreover, preschool participation was consistently associated with higher rates of high school completion and lower rates of official juvenile arrest for violent and nonviolent offenses.28 (www.aecf.org/publications/advocasey/spring2002/chicago.htm) (Weiss & Caspe, 2006).
Illustrative Example 2: Putting Parenting Research to Practice
The Incredible Years Program developed by Carolyn Webster-Stratton applies research-proven parenting and teaching practices to strengthen young children's social competence and problem-solving abilities and reduce aggression at home and school. Incredible Years is a comprehensive program; it incorporates parenting components with teacher- and child-focused intervention strategies. Comprehensive programs like Incredible Years are likely to be the most effective strategy to promote positive child outcomes.13 Thus, the Incredible Years Program is presented in four distinct formats:
? Parenting group sessions that focus on basic parenting skills, parental communication and anger management, and promoting children's academic skills
? A teacher classroom management series
? Two-hour weekly small therapy sessions for children
? Classroom lesson plans that can be delivered one to three times a week for teachers
Incredible Years has been tested with 3- to 8-year-old children with conduct problems as well as with 2- to 6-year-old children who are at high risk by virtue of living in ...
This solution addresses this question: What programs might you design to encourage family support and participation in a Child Care or Early Education program? Supplemented with a research article on the topic.