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"I would highly recommend this book ... There is a depth of insight here rarely accessible in parallel literature. It provides an honest, critical and authentic challenge to the emergent literature in areas of inter-professional working, integrated children's services and family support." Children and Society This book draws on the work of Sheffield Children’s Centre, a well-known community cooperative which is recognized worldwide for its cutting edge approach and models of good practice that have emerged from community participation. Gaining an insight into the work of the Centre contributes to a better understanding of the challenges, issues, difficulties and opportunities which confront integrated services for children and families. The authors illustrate how, through working closely with the local community and through hearing the voices of children and adults, service provision for children and families can meet needs and change lives. The book: Looks at the alternative approach of Sheffield Children’s Centre, where multi-professional working has grown through common principles and aspirations rather than through policy imperative and legislation Details innovative practices and approaches to holistic work with children and families Explores the challenges and celebrations of working with a wide range of children, families and communities both in the UK and internationally It has particular resonance with the multi-professional agendas now required by Every Child Matters and the Children Act (2004) and is groundbreaking in terms of re-thinking support for communities perceived to be ‘in difficulty’, in fostering community cohesion and promoting active participation in community regeneration from a childcare perspective, working from grassroots upwards. Children, Families and Communities is ideal for researchers, policy makers, practitioners and students training to work with children and families from a range of disciplines such as education, health and social services, including those pursuing the NPQICL (National Professional Qualification for Integrated Centre Leadership) qualification and the EYPs (Early Years Professional Status).
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Noting the increasing need for public officials, practitioners, business leaders, concerned citizens, and parents to work together to improve the quality of life for young children and families, this book for community organizations provides information needed to begin or enhance local or statewide community mobilization efforts. Included are descriptions of initiatives based on information gathered through interviews with staff conducted over a 3-year period. The book begins with a definition of community mobilization, its principles, and the origins and stages of community mobilization efforts. The remaining sections detail the three stages of community mobilization, using a question-answer format, and including information from specific initiatives to illustrate particular points. Section 1, "Creating a Vision: Promising Practices," contains chapters on getting started, assessing needs, mobilizing the voice of parents, and involving businesses. Section 2, "Implementing the Vision: Creating Quality Services for Young Children and Their Families," includes chapters on reforming communities to serve families of young children through coordinating services, systemic planning and reform, and institutionalizing integrated services. Also included in this section are chapters on improving and assuring the quality of services through promoting professional development of the early education and care practitioner, involving parents, improving state regulations, promoting accreditation of early childhood practitioners, and improving the compensation of the child care workforce. Section 3, "Sustaining the Vision: Assuring Lasting Change," addresses maintaining momentum, developing financing mechanisms, engaging the public, and assessing results. Each chapter contains references. Two appendices detail state initiatives and describe national organizations. (Author/KB)
Research and practice shows that many vulnerable children and families face more than one challenge and require more than one intervention. However our service system has evolved historically to deal with one thing at a time or to provide services from multiple sources. This lack of integration can have a devastating effect on some families where key information or warning signs are missed. Coronial and judicial inquiries constantly stress the negative impact of a 'siloed' approach to service ...
"I would highly recommend this book ... There is a depth of insight here rarely accessible in parallel literature. It provides an honest, critical and authentic challenge to the emergent literature in areas of inter-professional working, integrated children's services and family support." Children and Society This book draws on the work of Sheffield Children’s Centre, a well-known community cooperative which is recognized worldwide for its cutting edge approach and models of good practice that have emerged from community participation. Gaining an insight into the work of the Centre contributes to a better understanding of the challenges, issues, difficulties and opportunities which confront integrated services for children and families. The authors illustrate how, through working closely with the local community and through hearing the voices of children and adults, service provision for children and families can meet needs and change lives. The book: Looks at the alternative approach of Sheffield Children’s Centre, where multi-professional working has grown through common principles and aspirations rather than through policy imperative and legislation Details innovative practices and approaches to holistic work with children and families Explores the challenges and celebrations of working with a wide range of children, families and communities both in the UK and internationally It has particular resonance with the multi-professional agendas now required by Every Child Matters and the Children Act (2004) and is groundbreaking in terms of re-thinking support for communities perceived to be ‘in difficulty’, in fostering community cohesion and promoting active participation in community regeneration from a childcare perspective, working from grassroots upwards. Children, Families and Communities is ideal for researchers, policy makers, practitioners and students training to work with children and families from a range of disciplines such as education, health and social services, including those pursuing the NPQICL (National Professional Qualification for Integrated Centre Leadership) qualification and the EYPs (Early Years Professional Status).
Reviews of the first edition “At a time of constant and rapid change in education, this book will inform and reassure early childhood professionals.” Practical Pre-School “Besides advice on the most helpful ways to develop learning in areas such as maths and literacy, there are suggestions and comments about further reading at the end of each chapter, and examples of the thoughts and responses of real children are never far from the page.” TES “Innovative, resourceful and thoroughly researched… a challenge to existing and emerging early childhood professionals.” Contemporary Issues in Early Childhood Promoting Children's Learning from Birth to Five supports early years professionals as they develop new practices to promote young children’s learning. This second edition fully reflects the enormous changes in early childhood education and care since the publication of the first edition. Retaining its successful focus on literacy and mathematical development as key exemplars of promoting young children's learning, the book considers new ways of working with parents, promoting inter-professional collaboration, and achieving sustainable, systematic change in children's services. The second edition: Draws on current research in early literacy and mathematical thinking Focuses on multiprofessional practice, showing how practitioners who work from evidence across professional boundaries are able to give strong, interactive and sensitive support to young children and their parents Takes into account policies and practices such as Every Child Matters, the Primary Strategy and Children's Centres Includes updated material on aspects of leadership, and on the role of the Senior Practitioner in developing innovative services for children and their families Explores the importance of personal, social and emotional development in the curriculum for under-fives Working from the basis that children learn most readily in contexts where parents and professionals are keen to learn, the authors help early childhood professionals to meet the challenges of reshaping children's services. This is key reading for all early childhood professionals and students.
This book captures the essence of how communities that better support healthy child development can be built. It includes a look at key elements of the Australian Communities for Children initiative, including the use of an approach taking into account community, government and family. How can the voices of children in decision-making processes that impact their futures be heard? How can the avalanche of electronic games, the information superhighway and social media be negotiated to support, educate and protect children living in an online world? What does it mean to use a whole of community approach to supporting families? How can government departments and non-government agencies work together with communities to provide the kind of support that effectively engages families so that the quality of parenting improves and results in healthy child development? What strategies can be developed in early childhood and school settings to improve family functioning? How can the integration of fragmented services be improved? While these are undoubtedly diverse questions, this kind of holistic viewpoint is necessary if inadequate, siloed approaches are to be redesigned and family friendly urban villages that deliver improved outcomes for children and families built. Complex early childhood trauma often leads to recurring problems for generations with significant economic cost if there is no effective intervention. The current 'merry go round' of services risks the re-traumatisation and escalation of symptoms of those seeking help. If significant change is to be witnessed, relevant stakeholders need to make a concerted attempt to, first of all, listen to what children and families are saying, and then to implement the kinds of practices and policies that will adequately address their needs and aspirations. To do this, a well-trained workforce that understands the issues of holistic, trans-disciplinary and integrated work with children and families is required. Governments and services can't do this alone, however. Most families are more influenced by peers and associates, and change needs to be galvanised across whole communities. A whole of community approach involves linking together a place-based combination of government, non-government and community initiatives to support families. Services need to consider how they can work with individuals and community groups to develop the kind of social environment that enables families to flourish. This is not an easy task, and, drawing on research and practical experience, this book looks at some of the key ingredients needed by those individuals and organisations who dare to attempt it.
Learn how to work with and relate to the family of each child in an early childhood education program. Includes ideas about transforming the way schools and programs relate to families - each one according to their unique assets and needs with the goal of enriching and enlivening the school community and ensuring better outcomes for each child and the entire program. It will emphasize strategies for getting to know each family the way you get to know an individual person, and learn about their interests, their strengths, their style of interacting and their needs/challenges to encourage programs to move away from one-size-fits-all approaches to family engagement.
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.