[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-600803-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-600803-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","meeting-national-expectations-for-partnering-with-families","Meeting National Expectations for Partnering with Families","","Meeting National Expectations for Partnering with Families examines how early childhood family involvement guidelines from six national organizations align—or fail to align—with state-level early learning and development standards for preschool children. A referenced study reviewed 51 sets of state standards and found most did not reflect national guidance. The article introduces the six organizations, identifies key themes from the analysis, and proposes implementation ideas to embed nationally recognized best practices in programs.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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family involvement guidelines from national organizations. This article introduces six national organizations, presents key themes resultingfrom an analysis of standards, and proposes ideas for those interested in infusing their programs with nationally recognized best practices for family involvement  \nClaudia Sánchez & Bridget Walsh  \nThe field of early childhood education supports the notions that early childhood programs need the active support of families and that the school and the home are the most critical environments impacting children’s development (Mart, Dusenbury, & Weissberg, 2011) . These ideas are consistent with the extant literature on family involvement and provide the foundation for the expectations and guidelines contained in standards developed by six national organizations and forums for parent and family involvement.  \nA recent study (Walsh, Sánchez, Lee, Casillas, & Hansen, 2016) analyzed the expectations and guidelines contained in the national standards vis à vis 51 sets of state-level early learning and development standards for preschool children. This study determined that the vast majority of state standards examined did not align with family involvement guidelines from the national organizations. In the cases where state standards did align with the national guidelines, the state standards made reference to family concepts in a peripheral fashion – outside the statements describing what students are supposed to know and be able to do. The present article briefly introduces the six national organizations Walsh et al.(2016) analyzed, presents key themes that resulted from this analysis, and proposes ideas for implementation for those interested in infusing their programs with nationally recognized best practices for family involvement practices. Next, we introduce the national organizations and forums whose guidelines for family involvement provided the basis for Walsh et al.’s analysis of state-level standards for early learning and development.  \n20  \nVol 45, No 2, 2017  \nThe Six National Organizations & Forums  \nFamily Support America’s Guidelines for Family Support Practice  \nThis organization is dedicated to providing the information, support, and connections that families need. In the early1990s, a group of family support leaders convened to discuss a conceptual framework for training in family support. At their request, Family Support America (then called the Family Resource Coalition) undertook the task of defining best practices in family support programs. This project enlisted extensive participation from local family support practitioners from the U.S. and Canada. More than 350 programs comprising 2000 people participated in facilitated focus-groups for staff and parents participating in the programs. The analyzed focus-group data became the basis of the Guidelines for Family Support Practice (Family Support America, 2001), which have benefited from the collaboration of a wide array of practitioners, family participants in programs, scholars, and advocates of family support.  \nHarvard Family Research Project (HFRP, Processes of Family Involvement and Young Children’s Outcomes) 1  \nHFRP was founded in 1983 and its mission is to promote more effective educational practices, programs, and policies for disadvantaged children and youth through the generation, publication, and dissemination of research. HFRP’s basic belief is that for all children to be successful from birth through adolescence, mul-  \n1 As of January 2017, The Harvard Family Research Project is no longer affiliated with Harvard University. It is called Global Family Research Project.  \nDimensions of Early Childhood  \nMeeting National Expectations for Partnering with Families  \ntiple learning supports beyond the school should be linked to work in tandem towards consistent learning and developmental outcomes (Wei","cbCaiujbCIEiiAdt","https://ap.wps.com/l/cbCaiujbCIEiiAdt","pdf",637231,"English","# The article’s purpose and problem statement\n## Family involvement expectations and national guideline foundations\n## Study findings on state standards alignment\n# The six national organizations and forums\n## Family Support America\n## Harvard Family Research Project (Global Family Research Project)\n## NAEYC guidelines for reciprocal relationships\n## NAEYC principles for effective family engagement\n## Head Start PFCE framework\n## National PTA standards for family-school partnerships","[{\"question\":\"What question does the article investigate about family involvement standards?\",\"answer\":\"The article evaluates whether state-level early learning and development standards align with family involvement guidelines from national organizations.\"},{\"question\":\"What did the cited study find when comparing state standards to national guidelines?\",\"answer\":\"It found that the vast majority of examined state standards did not align with the national organizations’ family involvement guidance, and where alignment existed it was often peripheral.\"},{\"question\":\"Which national organizations and forums are highlighted in the article?\",\"answer\":\"The article introduces six organizations/forums, including Family Support America, Harvard Family Research Project (noting its later name change), NAEYC (with related guidelines/principles), Head Start’s PFCE framework, and the National PTA’s family-school partnership standards.\"}]","Meeting National Expectations for Partnering with Families | PDF",1792091415,23]