An Exploration of How the Foundations Intervention Influences Family-Professional Partnerships in Head Start: A Case Study

Abstract This study explores family-professional partnerships in a Head Start and considers how an intervention designed to address needs of young children through joint efforts by families and Head Start teachers may influence those partnerships. The site in this study exemplifies Head Start’s commitment to family partnership, making it a suitable setting for a case study. The researcher observed and interviewed three teachers, four family members, and one Head Start administrator. The first research question explored pre-existing attitudes and structures related to partnerships at this Head Start. Three themes emerged: (a) program understanding of family partnership; (b) national performance standards and program administrative structures emphasizing family support and participation; and, (c) local Head Start leadership. The second research question explored the intervention’s influence on this setting’s partnerships and identified four themes: (a) developing shared goals between family members and teachers; (b) sharing knowledge of home and school environments; (c) collaborating to achieve the child’s goals; and (d) interactions with enhanced communication, high expectations, and commitment. These seven themes showed how the process, which relied on existing beliefs and administrative structures, had positive impact on family partnership when using the Foundations intervention.   Keywords: partnership, Head Start, self-determination, early childhood, disabilities Â

Family-Professional Partnerships in Head Start: Practical Strategies Using a Partnership Intervention

This research to practice summarizes the findings of a study of family-professional partnerships in a Head Start.  Head Start’s commitment to family partnership, makes the program selected an exemplar for positive beliefs about families and the importance of partnership. Using the foundations of self-determination as a context for intervention, intentional interactions and increased understanding of both the teachers and the family members helped the research team better understand if the intervention was feasible in a Head Start setting. This summary includes the methods, findings, and practice implications for the study. Implications include the importance of home and school collaboration to mutually benefit children with special and unique learning needs