Foundations for Self-Determination in Early Childhood: Preliminary Preschool Study

Foundations for self-determination begin in early childhood for children with disabilities with the onset of self-regulation and engagement in activities at home, school, and in the community. This article describes the development and preliminary results of an intervention model that encourages collaborative practices for parents and teachers around short-term goal setting to adjust environments for young children with special needs or at risk for delay. The Foundations Intervention was used with 48 children in authentic early childhood settings and involved parents, teachers, and a facilitator to enhance children’s self-regulation and engagement at home and school. Results showed feasibility of the intervention; positive child outcomes in goal attainment, self-regulation, and engagement measures were also evident. When parents and teachers communicated about a child’s strengths and needs within routines at home and school, this appeared to strengthen parent and teacher connections and helped children become more engaged or regulated in daily activities.U.S. Department of Education Grant R324A09026

Family Partnership with a Head Start Agency: A Case Study of a Refugee Family.

The attendance of children from refugee families at Head Start agencies provides the opportunity for Head Start staff to foster trusting, collaborative, respectful, and goal-oriented family partnerships characterized by comprehensive two-way communication and that are intended to support child and family outcomes.  These partnerships help launch refugee families as partners in their children’s education and ultimately improve family and child outcomes.  This 5 month-long qualitative case study examined the relationship between a refugee family whose child was at risk for disability and the staff at the Head Start agency he attended.  The findings indicated that the relationship between the family and Head Start staff was positive but fell short of the type of partnership that the Head Start national standards advocate. Implications for practice, policy, and research are discussed

Family Partnership: Practical Implications from a Case Study of a Refugee Family

The attendance of children from refugee families at Head Start agencies provides the opportunity for Head Start staff to foster trusting family partnerships that are collaborative, respectful, and goal-oriented. The purpose of this study was to investigate and describe the actions of the Head Start staff and a refugee family that could have potentially developed into a trusting partnership between them and determine what facilitated or impeded the formation of this partnership. The findings indicated that the relationship between the family and Head Start staff was positive but not the type of trusting partnership that the Head Start national standards advocate. Factors that facilitated and impeded the formation of trusting partnership in this case study as well as implications for practice are discussed

Fostering the Foundations of Self-Determination in EarlyChildhood: A Process for Enhancing Child Outcomes AcrossHome and School

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

Performance: A Strategy for Professional Development in Early Childhood Teacher Preparation

The purpose of this article is to propose performance as a creative instructional strategy to convey complex competencies related to understanding and working effectively with families in early childhood education. Performance derives from performance ethnography, which is a qualitative research methodology. Its application to professional development enables students and in-service participants not only to hear the voices of families, but to experience them through performance. This article describes the advantages and disadvantages of performance as an approach to professional development and illustrates the development and application of an example performance. Authors discuss how faculty, researchers, and those responsible for professional development can use performance to bridge the gap between research and practice and to move early childhood educators towards greater family-centered competencies when serving diverse families and children

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

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

Foundations for Self-Determination in Early Childhood: An Inclusive Model for Children with Disabilities

This article introduces the Early Childhood Foundations Model for Self-Determination and provides a rationale for the need to consider the foundations of self-determination behavior that begin early in life. This model is based on the premise that young children with disabilities benefit from a collaborative partnership between important adults in the lives of children to provide a supportive, stimulating, and coordinated environment between inclusive classrooms and home settings. Within partnership, the Foundations Model establishes the proposition that the basic foundational skills for developing self-determination in later life require young children with disabilities to gain skills in (a) choice-making and problem solving, (b) self-regulation, and (c) engagement. In this position paper, the authors review literature related to these three foundational constructs and present a rationale for use of the Foundations Model as a guide to developing systematic interventions to start young students with disabilities on the road to building a foundation for self-determination