Document Type
Article
Publication Date
11-2013
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.
Recommended Citation
National Head Start Association Dialog, 16(4), 113-120.
Included in
Educational Assessment, Evaluation, and Research Commons, Higher Education Commons, Higher Education and Teaching Commons