Family-Centered Practice: Resources
Several different types of resources are included support the development of knowledge and practices in partnering with families. These include websites, learning modules, and glossary.
Websites
Websites: Provide information and resources that relate to the competency area and topics.
- Beach Center for Families and Disability
- Center for Parent Information and Resources
- Exceptional Parent Magazine
- Family Voices
- Head Start Early Childhood Learning & Knowledge Center
- National Center on Parent, Family, and Community Engagement (NCPFCE)
- The National Organization for Rare Disorders (NORD)
Learning Modules
Learning Modules: Use in full or select sections to support IHE course or PD objectives.
- CONNECT Module 4: Family-Professional Partnerships
- CONNECT Module 3: Communication for Collaboration
- Family Capacity-Building
- ECTA: Introduction to IDEA Part C: Three Interactive Modules
- IRIS Module: Collaboration with Families
- IRIS Module: Cultural and Linguistic Differences
- Early Childhood Recommended Practices Module 5: Family
Glossary
Glossary: Key terms defined. References/resources may provide additional background specific to EI/ECSE.
| Term | Definition | Reference/Resource |
|---|---|---|
| Culturally and linguistically responsive and affirming | Approaches that empower individuals intellectually, socially, emotionally, and politically by using cultural and historical referents to convey knowledge, impart skills, and change attitudes. These approaches consciously shape social interactions to support academic success, cultural competence, and critical consciousness; create individualized, identity-affirming environments; foster positive outcomes; develop children’s abilities to connect across differences; elevate historically marginalized voices; empower children as agents of social change; and cultivate critical thinking. They challenge norms (e.g., expectations for language, behavior, social interactions) to be responsive to marginalized children and families and to work toward greater equity. | Culturally Responsive-Sustaining Education Framework DEC RP Glossary Barrera, I., Corso, R., & Macpherson, D. (2003). Skilled Dialogue. Paul H. Brookes. Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0. Harvard Educational Review, 84(1), 74–84. |
| DEC Recommended Practices (RPs) | A set of practices based on the best available evidence and field wisdom to guide EI/ECSE professionals and families in improving learning outcomes and promoting development of young children (birth–5) with or at risk for delays/disabilities across eight topic areas:
|
Division for Early Childhood. (2014). DEC Recommended Practices in EI/ECSE |
| Family | A child’s consistent caregiver(s) responsible for the child’s well-being and development and who are partners in the child’s education and intervention. May include biological, adoptive, or foster parent(s), legal guardians, siblings, grandparents, other relatives, and others within the child’s primary support network. | Mapp, K., & Kuttner, P. J. (2013). Partners in Education: A Dual Capacity-Building Framework for Family-School Partnerships. Turnbull, A. P., Turnbull, H. R., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (2015). Families, Professionals, and Exceptionality. Pearson. |
| Family capacity-building practices | Participatory opportunities and experiences that strengthen families’ existing parenting knowledge and skills, promote new abilities, and enhance parenting self-efficacy—guided by each family’s strengths and needs; priorities, goals, and preferences; and cultural and linguistic characteristics. | Division for Early Childhood. (2014). DEC Recommended Practices in EI/ECSE |
| Strength-based | Approaches that focus on the inherent strengths of children and their families—viewing them as resourceful, resilient, and self-determined. | Green, B. L., McAllister, C. L., & Tarte, J. M. (2004). The strengths-based practices inventory. Families in Society, 85(3), 326–334. |