9780137035465

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 education for young children in America.

Features include:

-Chapter Objectives, Summaries and Questions

-Vignettes real life stories events that clarify the concepts throughout the chapters.

-Reflections these reflections ask the reader to pause and connect some particular content to their own life experiences.

-Implications for Teachers new feature that provides connections between the ideas in the text and real life application in classrooms and schools.

-Bibliography of Children's Literature

New to This Edition:

The authors have added features and rearranged the topics to give this text better coherence and greater usability. Readers will find we have updated references and resources throughout but have streamlined the research citations to provide for smoother reading. We removed the chapter on school curriculum but included suitable parts of that in other chapters. We have renamed some chapters to reflect changes in content, and we have grouped References by each chapter.

-New Figures and Tables throughout the chapters update data on demographics of American families and communities.

-New vignettes and illustrations to help readers understand the uniqueness of family life and the diversity in our country.

-Implications for Teachers featured in each chapter give readers practical suggestions for trying out the ideas in the real world.

-The Special Needs area is addressed more intensely by showing readers how to work with families of children with disabilities.

-Family Systems Theory is highlighted to show the importance of understanding total family functioning in addition to the differences of individuals.

-Protecting children has a higher profile. Authors include more information on the growing problems and concerns about obesity, bullying, substance and sexual abuse and help readers fit these concerns into the role of education.

-Media pluses and minuses are highlighted in our chapters so readers understand when the benefits of expanded media opportunities can shift to exploitation and abuse.

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, 2^nd Ed. published by the Association for Childhood Education International.

Chapter 1 Home, School, and Community Influences on Children’s Lives

Children’s Perceptions and Attitudes

Age Levels and Influence

Influence of Special-Interest Groups

Understanding and Collaboration

Summary and Review

Suggested Activities and Questions

Resources

Chapter 2 Historical and Philosophical Perspectives

Overview of Philosophical Viewpoints

Historical Patterns

Family as a Significant Educational Force

Community as a Significant Educational Force

Schools as a Significant Educational Force

Forces Affecting Education in the Twenty-First Century

Partnerships and Collaborations

Children with Specific Needs

Curriculum Emphasis on Diversity

Summary and Review

Suggested Activities and Questions

Resources

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

Establishing Ongoing Communication with Parents

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 Questions

Resources

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

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Families, Schools, and Communities : Building Partnerships for Educating Children

Families, Schools, and Communities : Building Partnerships for Educating Children

0137035462

Summary

Author Biography

Table of Contents

Supplemental Materials