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

Autor/inn/en	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.
Titel	Fostering the Foundations of Self-Determination in Early Childhood: A Process for Enhancing Child Outcomes across Home and School
Quelle	In: Early Childhood Education Journal, 44 (2016) 4, S.325-333 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-015-0710-9
Schlagwörter	Self Determination; Early Childhood Education; Preschool Teachers; Teacher Role; Disabilities; Self Control; Metacognition; Family School Relationship; Child Development; Skill Development + Suchen Sie Ihr Suchwort? Selbstbestimmung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerrolle; Handicap; Behinderung; Selbstbeherrschung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kindesentwicklung; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01