Building Bridges, a small, qualitative study using mixed methods, investigated strategies for family involvement by novice early childhood teachers with fewer than 5 years of teaching experience, degrees from universities accredited by the National Council for Accreditation of Teacher Education (NCATE), and commitment to child centered practice. Their stories, told in interviews, research group meetings, and follow-up conversations and emails, suggested persistence in creating strategies to involve families and motivation to build respectful relationships, regardless of negative school climate or lack of support. Communication served as both a means to involvement as well as a form of involvement, and was present in all strategies. These teachers made many creative efforts to welcome and include families by using a wide range of strategies: thirty-two communication modes, eight particular qualities of communication, and additional strategies constructed by and also composed of communication: welcoming environment; explicit yet flexible invitations; bridges between school and home; relationships rooted in trust and respect; information about developmentally appropriate practice; understanding of family expectations; and collaboration with families as partners to share responsibility for children. These strategies were intertwined, mutually influencing, and often co-constructed with children and/or families. Taken together, they provide a blueprint for involving families, building relationships, and sharing responsibility. They suggest implications for practice, teacher training, leadership development, and research directions.Like if the kids do artwork I actually have the kids make the sign for it, so that theya#39; re working on print. Like we made a ... So thata#39;s how Ia#39;ve worked around it, showing parents different ways other than using worksheets to get those skills going.
|Title||:||Building Bridges: First Steps Toward Family Involvement by Child Centered Novice Early Childhood Teachers|
|Author||:||Mary Neal Davies Jones|
|Publisher||:||ProQuest - 2007|