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

• 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
• ISSN: 1082-3301; 1573-1707
• DOI: 10.1007/s10643-015-0710-9

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.