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Parents as Partners in Education, Eighth Edition, is uniquely the
most comprehensive book on the market covering the history of
family/school collaboration, current issues and population trends
affecting American schools and communities, diverse family
structures, and techniques for establishing connections with
parents and encouraging involvement with their child's learning.
Based on the notion of funds of knowledge, the knowledge that
children acquire from their families, this best-selling textbook
helps the reader differentiate between culture and diversity as
they relate to culturally and linguistically diverse families. This
edition, with a new co-author, emphasizes on understanding
families' funds of knowledge, discusses culturally relevant
pedagogy to work with families and children, particularly those who
are English language learners and/or immigrants, and provides an
expanded section on working with families who have children with
autism. A special focus on culturally and linguistically diverse
children with special needs is a remarkable aspect of the book. Key
additions and changes to this edition include: * more practical
ideas and tips for teachers on how to work with culturally and
linguistically diverse children and their families in a classroom
setting; * applicable information on how to build parent
involvement programs; * strategies for working with culturally
diverse students who have Autism Spectrum Disorder and their
families; * emphasis on the value of pre-school and pre-K programs
* methods for working with English Language Learners and their
families, including a section on second language acquisition.
Rooted in the premise that once educators understand the value of
families for healthy development they can begin to create strong
partnerships to assist children in successful experiences in
school. Parents as Partners in Education: Families and Schools
Working Together, Eighth Edition will be a key component to
teachers gaining this knowledge and using it in the classroom for
the betterment of all children and their families.
Diversifying Pedagogy in Early Childhood Teacher Preparation
Programs presents the underlying message of situating diversity at
the core of early childhood programs. As such, faculty must first
examine the practices that are at the center of each program. Of
importance is for preservice teachers to know and understand the
history, injustices, and struggles that communities of color
endure. In order to increase that understanding, faculty who teach
in teacher preparation programs must take the lead and discover
ways to best reach preservice teachers which may take a shift in
beliefs. This book presents examples of faculty taking the lead to
help preservice teachers understand the social injustices in
aspects of early childhood education. This move can lead to highly
qualified early childhood teachers.
How do we begin to understand diversity in early childhood in order
to combat biases? There are many layers of diversity within
families that are important to examine. We must consider ethnic
diversity first and foremost as we engage in a conversation
regarding diversity, as we know (or should know) the history of
people of color in the US and the challenges and adversities that
we have experienced. In the context of this book, understanding
diversity begins with positioning a definition that encompasses the
realities of many families particularly across the US such as
immigration status, gender, family structure, sexual identity,
class, and spiritual beliefs. We also see the importance to talking
about race within the context of early childhood.
How do we begin to understand diversity in early childhood in order
to combat biases? There are many layers of diversity within
families that are important to examine. We must consider ethnic
diversity first and foremost as we engage in a conversation
regarding diversity, as we know (or should know) the history of
people of color in the US and the challenges and adversities that
we have experienced. In the context of this book, understanding
diversity begins with positioning a definition that encompasses the
realities of many families particularly across the US such as
immigration status, gender, family structure, sexual identity,
class, and spiritual beliefs. We also see the importance to talking
about race within the context of early childhood.
Diversifying Pedagogy in Early Childhood Teacher Preparation
Programs presents the underlying message of situating diversity at
the core of early childhood programs. As such, faculty must first
examine the practices that are at the center of each program. Of
importance is for preservice teachers to know and understand the
history, injustices, and struggles that communities of color
endure. In order to increase that understanding, faculty who teach
in teacher preparation programs must take the lead and discover
ways to best reach preservice teachers which may take a shift in
beliefs. This book presents examples of faculty taking the lead to
help preservice teachers understand the social injustices in
aspects of early childhood education. This move can lead to highly
qualified early childhood teachers.
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