Rebecca Huber, Meera Menon, Kirsten Klatka, Rebecca B. Russell, Tara Bristol Rouse, Scott D. Berns
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Reciprocal Family Engagement Strategies in U.S. Early Childhood Systems: A Qualitative Study
The early childhood period has lasting effects on physical and mental health. Most U.S. families rely on daily non-parental care for children under five, highlighting the importance of integrating family preferences with educator practices through reciprocal family engagement (RFE). Systems change initiatives are promising to promote RFE due to the potential to realign early childhood systems (ECS) to meet family preferences and promote positive outcomes/in The i3 we are a village grant: Successes, challenges. However, there is little research on systems-level RFE strategies. We held two focus groups with eight informants involved in RFE activities in an ECS initiative and asked informants about enablers and barriers to systems building RFE. We performed a thematic analysis using a phenomenological approach, and identified three themes: building team cohesion, capacity building and reach, and resources and capital. Our findings suggest that ECS leaders looking to enhance programmatic RFE strategy could employ relational techniques to affirm flexibility in RFE duties, model open communication, appreciate existing skills, and provide opportunities to expand skills. ECS-building may benefit from an RFE approach but should be met with bureaucratic buy-in for RFE to succeed on a structural level.
期刊介绍:
Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children.
Areas of Emphasis:
International studies;
Educational programs in diverse settings;
Early learning across multiple domains;
Projects demonstrating inter-professional collaboration;
Qualitative and quantitative research and case studies;
Best practices in early childhood teacher education;
Theory, research, and practice relating to professional development;
Family, school, and community relationships;
Investigations related to curriculum and instruction;
Articles that link theory and best practices;
Reviews of research with well-articulated connections to the field