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Current Filters: Resource Type:Fact Sheets & Briefs [remove]; Classification:Parent-Provider [remove];

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Building community systems for young children: Early childhood education
Bassok, Daphna, 2004
(Building State Early Childhood Comprehensive Systems Series No. 11). University of California, Los Angeles, National Center for Infant and Early Childhood Health Policy.

A discussion of the importance of early care and education quality, access and parenting education

Fact Sheets & Briefs

Building, engaging, and supporting family and parental involvement in out-of-school time programs
Horowitz, Allison, June, 2007
(Publication No. 2007-16). Washington, DC: Child Trends.

An examination of the importance of family involvement for out-of-school time programs

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Building relationships between parents and carers in early childhood
Wise, Sarah, 2007
(AFRC Briefing No. 5). Melbourne, Victoria: Australian Family Relationships Clearinghouse.

An overview of aspects of the parent-caregiver relationship where conflicts may arise, with recommendations for practices to reduce these conflicts

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Family engagement and family-sensitive caregiving: Identifying common core elements and issues related to measurement
United States. Administration for Children and Families. Office of Planning, Research and Evaluation, October, 2011
(Issue Brief OPRE 2011-26b). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

A summary of a meeting on the identification of core elements of and methods to measure family engagement and family-sensitive caregiving in early care and education settings

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Parent involvement in decision-making
Winton, Pamela J., June 2000
(NCEDL Spotlights No. 23). Chapel Hill, NC: National Center for Early Development and Learning.

An inquiry into parents' involvement in the administrative and budgetary functions of the provision of Smart Start child care and early education services in North Carolina

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Preschoolers with disabilities: A look at parent involvement
Institute of Education Sciences (U.S.), 2010
(NCSER 2010-3001). Washington, DC: Institute for Education Sciences.

Highlights of findings from a study on parent involvement in the education of their children with disabilities

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Teacher-family contact
Rimm-Kaufman, Sara E., July 1999
(NCEDL Spotlights No. 12). Chapel Hill, NC: National Center for Early Development and Learning.

Key findings from a cross-sectional and longitudinal study of the rates and characteristics of contact between families and teachers in Head Start, other preschools, and kindergarten, and an examination of the changes in teacher-family contact as children transition from preschool to kindergarten

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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