Getting Ready Strategies for Promoting Parent–Professional Relationships and Parent–Child Interactions

It is generally accepted that warm and meaningful parent-child interactions during children's earliest years of life play an important part in supporting young children's cognitive, language, and social-emotional development. In addition, connections between children's home and any ou...

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Bibliographic Details
Published in:Young exceptional children 2020-03, Vol.23 (1), p.36-51
Main Authors: Marvin, Christine A., Moen, Amanda L., Knoche, Lisa L., Sheridan, Susan M.
Format: Article
Language:English
Subjects:
At Risk Persons
Child Development
Children
Disabilities
Early Childhood Education
Early Intervention
Home Visits
Interaction
Interpersonal Relationship
Parent Child Relationship
Parent Role
Parents
Professional Personnel
Program Effectiveness
School Readiness
Special Education
Young Children
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Summary:It is generally accepted that warm and meaningful parent-child interactions during children's earliest years of life play an important part in supporting young children's cognitive, language, and social-emotional development. In addition, connections between children's home and any out-of-home early childhood experiences are viewed as important to supporting young children's development, and preparing them for later school success. The goal of this article is to describe a set of strategies that can be used by professionals associated with early intervention and early childhood special education programs to enhance parent-professional relationships and advance parents' confidence and competence in interacting with their children in ways that can positively influence the children's growth and developmental trajectory.
ISSN:1096-2506
2154-400X
DOI:10.1177/1096250619829744