Fostering the Foundations of Self-Determination in Early Childhood: A Process for Enhancing Child Outcomes Across Home and School

Early childhood practitioners can play a vital role in the development of early self-determination in partnership with families. Self-determination has been generally considered to be about personal agency or control that can also relate to the quality of one’s life. Young children with disabilities...

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Bibliographic Details
Published in:Early childhood education journal 2016-07, Vol.44 (4), p.325-333
Main Authors: Erwin, Elizabeth J., Maude, Susan P., Palmer, Susan B., Summers, Jean Ann, Brotherson, Mary Jane, Haines, Shana J., Stroup-Rentier, Vera, Zheng, Yuzhu, Peck, Nancy F.
Format: Article
Language:English
Subjects:
Adolescents
Adults
Child Development
Children with disabilities
Disabilities
Early Childhood Education
Education
Educational Practices
Family (Sociological Unit)
Family School Relationship
Goal Orientation
Home school relationship
Home Schooling
Learning and Instruction
Metacognition
Preschool Teachers
Quality of Life
Self Control
Self Determination
Skill Development
Sociology
Sociology of Education
Special Needs Students
State Schools
State Universities
Students with Disabilities
Teacher Role
Young Children
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Summary:Early childhood practitioners can play a vital role in the development of early self-determination in partnership with families. Self-determination has been generally considered to be about personal agency or control that can also relate to the quality of one’s life. Young children with disabilities start to develop a range of critical skills such as engagement and self-regulation that will be needed throughout their lives. These are the early foundational skills that lead to later self-determination. This paper describes a simple four-step process and key features of foundations of self-determination in early childhood, a collaborative process focusing on home–school partnerships. The unique alliance between each dyad (i.e., family member and early childhood practitioner) support child outcomes across naturally occurring routines at home and school. Each family and practitioner dyad uses attainable short-term goals embedded in home and school routines, intentional adult cues, and environmental modifications to promote foundational skills of self-determination in young children with disabilities.
ISSN:1082-3301
1573-1707
DOI:10.1007/s10643-015-0710-9