Relationships between Family-Centred Practices and Parent Involvement in Early Childhood Intervention

Autor/inn/en	Mas, Joana M.; Dunst, Carl J.; Hamby, Deborah W.; Balcells-Balcells, Anna; García-Ventura, Simón; Baqués, Natasha; Giné, Climent
Titel	Relationships between Family-Centred Practices and Parent Involvement in Early Childhood Intervention
Quelle	In: European Journal of Special Needs Education, 37 (2022) 1, S.1-13 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mas, Joana M.) ORCID (Dunst, Carl J.) ORCID (Balcells-Balcells, Anna) ORCID (García-Ventura, Simón) ORCID (Baqués, Natasha) ORCID (Giné, Climent)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2020.1823165
Schlagwörter	Parent Participation; Parent School Relationship; Students with Disabilities; Developmental Delays; Predictor Variables; Family Involvement; Preschool Education; Foreign Countries; Preschool Teachers; Faculty Development; Spain + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Entwicklungsverzögerung; Prädiktor; Pre-school education; Vorschulerziehung; Ausland; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Spanien
Abstract	Findings from two studies investigating the relationships between two types of family-centred practices (relational and participatory) and parent involvement in early childhood intervention are described. We tested the hypothesis that participatory practices would be more strongly related to parent involvement compared to relational practices because the former and not the later emphasise active parent participation in obtaining child, parent, and family resources and supports. We also determined if the pattern of results were the same or different in the two studies. Both studies were conducted in Spain in nine early childhood intervention programmes working with young children with identified disabilities or developmental delays and their parents. Participants completed a family-centred practices scale and parent involvement scale as part of their participation in the studies. Results from different kinds of statistical and effect size analyses provided converging evidence that participatory family-centred practices were a more robust predictor of parent involvement in early childhood intervention compared to relational family-centred practices. Implications for professional development to promote early childhood intervention practitioners' understanding and use of participatory practices to improve parent involvement in their children's intervention are described. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01