ERIC Number: ED381293
Record Type: Non-Journal
Publication Date: 1995
Reference Count: N/A
Family Support in Early Education and Child Care Settings: Making the Case for Both Principles and Practices.
Miller, Shelby H.; And Others
As early childhood programs face the challenges of becoming more comprehensive, better coordinated with other service providers in the community, and better attuned to the importance of consistency of care between home and child care, the demand to integrate early childhood education and child care with family support is growing. This report discusses the background, conceptual framework, and practices of family support programs that are successful in integrating practice into early childhood education and child care settings. Section 1 describes the separate histories of the child care and family support movements. Section 2 provides a conceptual framework for integrating family support principles and practices into early childhood education and child care settings. Section 3 discusses a set of principles derived from practices of successful family support programs, including: (1) an ecological approach to promoting child and adult development; (2) a preventive rather than remedial orientation; (3) a focus on families' strengths rather than their weaknesses; (4) a sensitivity to local needs and resources; (5) a recognition that all families need information and social supports; and (6) a commitment to empower individuals and families with the goal of self-sufficiency. Sections on integrating practices with principles and a typology for integrating family support principles and practices are followed by four examples of family support in early education and child care settings. Contains 23 references. (DR)
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: National Association of State Boards of Education, Alexandria, VA.; Harvard Family Research Project, Cambridge, MA.