Integrating family content in teacher preparation programs using intentional reflection and planning

Strong family involvement in children's education supports positive academic and social-emotional outcomes. Therefore, developing early childhood (EC) professionals' competence in engaging and involving families in their children's education is emphasized across state licensure requir...

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Bibliographic Details
Published in:Journal of early childhood teacher education 2020-04, Vol.41 (2), p.197-208
Main Authors: Mitsch, Maryssa Kucskar, Branch, Jessica M., Weglarz-Ward, Jenna M.
Format: Article
Language:English
Subjects:
Course Content
Early Childhood Education
Early Childhood Teachers
Educational Strategies
Families & family life
Family Involvement
Family School Relationship
Planning
Preservice Teacher Education
Reflection
Self Evaluation (Individuals)
Teacher Competencies
Teacher education
Teacher Education Programs
Young Children
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Summary:Strong family involvement in children's education supports positive academic and social-emotional outcomes. Therefore, developing early childhood (EC) professionals' competence in engaging and involving families in their children's education is emphasized across state licensure requirements, personnel preparation standards, and professional recommendations (e.g., Division for Early Childhood, Council for Exceptional Children, InTASC, National Association for the Education of Young Children). Although many states have begun to require family course content as part of their licensure for educators, higher education faculty and instructors may struggle to integrate family-related content into their coursework and field experiences while also covering state standards in instructional strategies, assessment, and other content areas. In order to effectively and comprehensively include family content across university programs and courses, faculty need to evaluate their current content and systematically plan to include current and research-based family material. The purpose of this article is to provide a framework for faculty to evaluate, reflect, and plan their use of family content in university courses aligned with the Division for Early Childhood's Recommended Practices: Family (2014). This article shares self-assessment and action plan tools for integrating family content into course materials, activities, and assignments.
ISSN:1090-1027
1745-5642
DOI:10.1080/10901027.2020.1740843