Document Type

Article

Publication Date

2013

Publication Title

NHSA Dialog

Volume

16

Issue

4

Publisher

NHSA and the CEME at UNC Charlotte

Abstract

Although grounded in theory and philosophy, and mandated by federal legislation, there is often a gap in research to practice when it comes to involving families in the assessment process. As family involvement through the continuum of early childhood education is recognized as “best practice”in the field, the assessment process must not be excluded. However, teachers in early childhood programs may need additional strategies to invite families to join in the process. Strategies for parent participation as consumers,informants, team members, and advocates are discussed as well as outcomes for children and families.

Comments

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

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