Involving families in training early childhood educators: Developing a framework for family centeredness

Abstract

More early childhood programs are including young children with disabilities, thereby creating inclusive environments. In order to adequately prepare personnel for working in these inclusive settings and because of the major focus on family involvement, teacher preparation programs have developed competencies related to family centered practices. One of the most valuable methods for assisting students in developing a family‐centered philosophy is to involve families in the training process. Families of children with disabilities already have much experience in dealing with the many diverse services provided to young children such as, medical staff, social service agencies, specialists (i.e., physical therapists, occupational therapists), early interventionists and teachers and therefore, could provide extensive learning opportunities for students especially from a parents’ perspective. While there are many advantages for involving family members in training activities, there are also some challenges. The purpose of this article is to discuss the importance of involving families in early childhood teacher preparation programs, different strategies for including them, and the benefits and challenges of partnering with them. © 2001 Elsevier Science Inc. All rights reserved.

Notes

*Tel.: +1‐336‐334‐3447; fax: +1‐336‐256‐0185. E‐mail address:[email protected] (J.A. Niemeyer).

Additional information

Notes on contributors

Judith A. Niemeyer*

*Tel.: +1‐336‐334‐3447; fax: +1‐336‐256‐0185. E‐mail address:[email protected] (J.A. Niemeyer).