Families, Schools, and Communities : Building Partnerships for Educating Children
ISBN: 9780137035465 | 0137035462
Edition: 5thFormat: Paperback
Publisher: Pearson
Pub. Date: 3/19/2010
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This fifth edition of Families, Schools, and Communities: Building Partnerships for Educating Children provides teachers and teacher candidates with a comprehensive guide to establishing collaboration with parents and the larger community. This text will help future teachers develop the understanding and tools they need to work with others to give children a better education. The underlying message of this book is that all persons involved in early childhood education or child advocacy should join hands in promoting the highest quality of educa... MORE
Chapter 1 Home, School, and Community Influences on Children’s Lives
Children’s Perceptions and Attitudes
Influence of Special-Interest Groups
Summary and Review
Suggested Activities and Questions
Resources
... MORE
Chapter 2 Historical and Philosophical Perspectives
Overview of Philosophical Viewpoints
Historical PatternsFamily as a Significant Educational Force
Community as a Significant Educational Force
Schools as a Significant Educational ForceForces Affecting Education in the Twenty-First Century
Partnerships and Collaborations
Children with Specific Needs
Summary and Review
Suggested Activities and QuestionsResources
Chapter 3 Viewing Family Diversity
Diverse Households are Commonplace in America
Different Types of Family Groupings
Social Factors Relating to Families
Socioeconomic Status of Families
Families with Children with Disabilities
Religious Orientation
Changes in Contemporary Families
Summary and Review
Suggested Activities and Questions
Resources
Chapter 4 Understanding Roles and Experiences of Parents
Nurturance in Families
Family Responsibilities
Cultural Patterns and Family Functions
Interaction Styles Within Families
Experiences of Families
Other Influences on Parenting
Meeting the Challenges of Parenting
Summary and Review
Suggested Activities and Questions
Resources
Chapter 5 Meeting Child-Care Needs from Infancy Through School Age <
History of Child Care
Child-Care Issues in the United States Today
Child-Care Arrangements
Features of Quality Child Care
Licensing Requirements and Voluntary Accreditation
Meeting the Challenges Through Collaboration
Summary and Review
Suggested Activities and Questions
Resources
Chapter 6 Working With Families of Children with Disabilities
Overview of Federal Special Education Laws
Families Raising Children with Disabilities
Children with Disabilities in School
Community Support for Children with Disabilities
Summary and Review
Suggested Activities and Questions
Resources
Chapter 7 Protecting Children While Fostering Learning
Learning Requires Safeguards
Partnering with Parents to Nurture Children at Home
Schools Nurture and Protect Children
Community Responsibility
Linking Responsibilities
Summary and Review
Suggested Activities and Questions
Resources
Chapter 8 Curriculum of the Home
Homes Nurture Communication and Cognitive Skills
Learning Values, Roles, and Responsibilities
Learning from Physical Environments of the Home
Family Practices and Home Learning
Other Family Activities that Educate
Grandparents Provide a Curriculum
Home Schooling
Summary and Review
Suggested Activities and Questions
Resources
Chapter 9 Curriculum of the Community
Community Configuration Affects Curriculum
Social and Emotional Environments in a Community
Physical Environments in a Community
Interactions Among Community Agencies, Families and Schools
Summary and Review
Suggested Activities
Resources
Chapter 10 Establishing and Maintaining Collaborative Relationships
Developing Welcoming Schools and Classrooms
Parents in the Schools
Working with Selected Families
Handling Collaborative Relationships
Community Involvement
Summary and Review
Suggested Activities and Questions
Resources
Chapter 11 Building School Partnerships with Families and Community Groups
Levels of Involvement in Collaborations
Components of Successful Change
Program Models
Features of Successful Collaborations
Achieving Partnerships
Summary and Review
Suggested Activities and QuestionsResources
Appendix I Bibliography of Children’s Books
Different Cultures
Divorced Families
Blended Families
Single-Parent Household and Relationship with One Parent or Grandparents
Adoptive Families
Foster Care, Orphanages, and Shelters
Multigenerational Households and Extended Families
Gay and Lesbian Families
Children, Family Members, and Friends with Special Needs
Homeless Families
Migrant Workers and Immigrants
Religious Traditions
Child Care
Bullying and Intolerance
Sexuality and Child Health
Defining Families
Appendix II NAEYC Code of Ethical Conduct and Statement of Commitment
Chandler Barbour, a retired professor of education, has spent over 40 years in elementary school
teaching, school administration, and university teaching. His strong interests in educational
partnerships for teachers in training and appropriate curriculum for children have led to research and
writing on school collaborations and networks. He is a co-author of two earlier publications:Partnerships
in Education (1970), AACTE and The Teaching Clinic (1974), Ass'n of Teacher Educators,
plus articles and reports for professional journals in Education. In retirement, Mr. Barbour lives in
coastal Maine and devotes volunteer time to public school projects, church programs, and prison
inmate counseling. He also serves as a board director for a fishing advocacy group, a church facilities
board, and one regional hospital board.
Nita H. Barbour is a retired University of Maryland professor with over 30 years in teaching,
researching and curriculum program development for educational facilities in three states. Her
professional work covers involvement with programs for populations ranging from preschool to
university graduate courses. Nita's Fulbright Scholarship in language study in the 1950s led to a career
long interest in the uses of language and the impact of language and culture on education. This interest
has followed her into retirement as a feature of the language literacy programs she has established for
preschoolers in her Maine community. Professor Barbour is a co-author of two earlier textbooks in the
early childhood field: Early Childhood Education: An Introduction, 4e, 1998, Merrill/Prentice Hall and
Developmental Continuity Across Preschool & Primary Grades, 2e, 2004, Ass'n of Childhood
Education International.
Dr. Patricia Scully is an Associate Professor at the University of Maryland Baltimore
County (UMBC) where she directs the early childhood teacher education program and
teaches courses in early literacy, children’s literature, and curriculum. Earlier in her
career, Dr. Scully taught in child care centers and public school classrooms working with
children from two to 12 years of age in New Jersey, New York City, and Maryland. She
has been a child care center director and has worked extensively in professional
development for child care professionals. She is a graduate of The College of New
Jersey, Teachers College, Columbia University and the University of Maryland College
Park. Her publications include articles in the Early Childhood Journal and Young
Children as well as the book, Developmental Continuity across Preschool and Primary
Grades, 2nd Ed. published by the Association for Childhood Education International.
