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This collection of 12 new and revised essays on child care and children’s services, written by leading child welfare historian Roy Parker, draws on his lifetime of research in this area. By exploring various topics these essays explain significant political, economic, legal and ideological aspects of this history from the mid-1850s. This unique and lasting review of child care services allows readers to understand how the services for some of society’s most vulnerable children have become what they are, how well they have met and now meet the needs of those children. The collection provides a high-quality, historical reference resource that will inform and capture the interest of social work and social policy students as well as social and legal historians, political scientists and those involved in administration and government, struggling with the issues of the day.
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Of all concepts used by family therapists, the family development framework is among the least studied, in spite of its relevance to understanding spontaneous family change and to facilitating therapeutic intervention. The notion that a "developmental difficulty" underlies the appearance of clinical symptoms has become a time-honored tradition in family therapy just as it has been in individual therapy. Yet, unlike the well-established and well-researched models of child and adult development, those in family development are rudimentary. Despite increasing interest in the family life cycle as a framework for family therapy, relatively little has been done to elucidate the specific dimensions and processes of spontaneous and therapeutically-induced change over the family life cycle. This volume gathers original contributions of some of the most prominent family theorists, researchers, and clinicians of our time to improve our understanding of these important and hitherto neglected domains. The book opens with a comprehensive overview by the editor that outlines contributions to the family life cycle framework from family sociology, and crisis theory. This is followed by a comparative analysis of developmental thinking, explicit or implicit, in the theory and interventions of the major family therapy approaches. Then divided into four parts, FAMILY TRANSITIONS introduces new conceptual models that integrate the temporality of the life cycle approach with systems theory.By their very nature, these models cut across therapeutic orientations and have important clinical applications. In Part II, family therapy's views of development are freed from the confines of the therapist's office, and placed in the context of other disciplines. Chapters provide analysis of changing--or static--sociocultural values that can affect conceptions of development; potential misuse of the concept of "cultural identity" in health, mental health, and education; how "family identity" operates as a vehicle for cultural transmission over generations; and family therapists assumptions about women's development. The role of expected and unexpected events in the family life cycle is the focus of Part III. Chapters on clinical approaches geared to dislocations of life cycle occurrences due to unexpected crises, chronic illnesses, loss, or drug abuse provide illustrations of interventions that utilize, enhance, or potentially detract from the family's developmental flow. Part IV explores the articulation of the life cycle framework within four major family therapy orientations: intergenerational, structural, systemic, and symbolic-experiential. Each of these chapters endeavors to elucidate: what is the place of family development in each orientation; concepts of continuity and change; use of the concept of stages, transitions, or developmental tasks; the specific dimensions that change in most families over time; and the links between family dysfunction and life cycle issues. Finally, each chapter illustrates through clinical example assessment strategies, formulation of treatment goals and interventions as these emerge from a particular life cycle model. FAMILY TRANSITIONS presents a significant advance in our understanding of functional and dysfunctional family development and offers a range of interventions to promote developmental change. It is an invaluable resource for clinical psychologists, psychiatrists, social workers, and counselors that will also interest human development professionals, family sociologists, and family researchers. FAMILY TRANSITIONS can serve as a developmentally oriented textbook for teaching family therapy in academic and professional settings.
This guide supports Head Start's efforts to improve long-term school success and continue comprehensive services for children by ensuring their effective transitions to different settings. The guide is divided into two sections, one on skill-based training and one on information resources. The skill-based training section includes three training modules. Module 1 focuses on transition and change, and helps participants develop skills in identifying and developing the supports that children and families need during transition. Module 2 focuses on transition and continuity, and helps participants develop skills in working as part of a team to provide ongoing services, support, and developmentally appropriate learning experiences. Module 3 focuses on partnerships for continuity, and helps participants develop skills to plan, implement, and evaluate transition practices and policies collaboratively with parents and key community partners. The guide's information resources section contains four types of documents: digests, summarizing fundamental information on the topics of transition, change, continuity and support; program profiles, providing descriptions of transition programs from within and outside of Head Start; hands-on activities, offering examples of concrete transition activities for individuals to try in their own home or program; and 30 resources, including books, journal articles, and videotapes. (SD)
Children’s services in The Developing World brings together evidence relating to the health and development of children in the global South. It is essential reading for students, scientists, policy makers and practitioners in economically developing countries. The book deals with the effects of catastrophe, disease, war and poverty on children's development. There is strong coverage of the ways in which children cope with even the most inauspicious of circumstances. Evidence is provided on the incidence of impairment to health and development. As well as establishing the risks to child well-being in the economic South, the book shows how to intervene to address those risks. Examples of good practice rigorously evaluated will be of interest to everyone seeking to improve the lives of children, whether that be in economically developed or developing nations.
Changing Children's Services examines the fundamental changes that children's services have been undergoing in the United Kingdom in the context of the drive toward increasingly integrated ways of working. The contributors critically examine the potential and realities of closer integration and ask whether these new ways of working are truly more effective in responding to the needs and aspirations of children and their families. They also explore the experiences of working in constantly changing environments and their effects on practitioners and clients. This fully updated second edition offers a new introduction with a helpful overview of current key issues and new case studies to illustrate the realities of practice today.
The contributors of this book seek to find how children cope with transition from home to the first settings of their education and whether there are ways in which professionals can better support and empoer children in transition.
Smooth early childhood transitions are key to ensuring positive outcomes for young children the world over, but in today's fragmented early education systems, it's difficult to ensure continuity among programs and services. Early childhood professionals will help change that with this book, the first to propose a comprehensive, practical framework for repairing fissures in the system and making transitions successful for young children globally. A groundbreaking resource for a wide range of professionals, including principals, school-based administrators, program directors, district supervisors, and curriculum specialists, this book brings together the best thinking on ealry childhood transitions from leading researchers and practitioners around the world. Focusing on both vertical and horizontal transitions, the expert contributors give readers the in-dept guidance they need to: develop a coherent, connected framework of curriculum and instruction across the pre-K-Grade 3 continuum; enhance transitions for infants and young children with disabilities and their families; address the specific issues dual language learners face during transitions; align early learning standards, curricula, and assessments; improve all aspects of school readiness; improve transitions through better accountability policies; and understand how transitions are affected by a wide range of factors, including poverty, cultural and linguistic diversity, and the child's neighbourhood. Through invaluable case studies on diverse programs, readers will get practical insight into what really works and apply the lessons of real-life success stories. And with the clear and useful analysis of up-to-date research, policy, and practice, professionals will see where the field is today and where it needs to go to support better transitions.
The transition from early intervention services (EI) to preschool services (ECSE) presents many challenges to children, families, service providers, and programs. The needs and preferences of families from culturally and linguistically diverse groups may pose additional challenges. The DEC Recommended Practices and NAEYC guidelines offer criteria to evaluate currently used transition practices in EI/ECSE and early childhood education (ECE). Within this context, the preparation, implementation and follow-up, and evaluation of transition practices for children, families, and service providers and programs is considered. Conclusions are offered regarding current transition practices and their congruence with recommended practices. Finally, five factors, the 5C's (community context, collaboration, communication, family concerns, and continuity), are presented as additional principles to guide the development and utilization of transition practices for families from culturally and linguistically diverse groups.