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Halgunseth Linda (2009). « Family Engagement, Diverse Families, and Early Childhood Education Programs : An Integrated Review of the Literature ». Young Children, vol. 64, n° 5, septembre, p. 56–58. ISSN 1538-6619. 
Added by: Marie Gaussel (21 Apr 2014 15:31:36 Europe/Paris)
Resource type: Journal Article
ID no. (ISBN etc.): 1538-6619
BibTeX citation key: Halgunseth2009
Categories: Apprentissages et psychologie
Creators: Halgunseth
Collection: Young Children
Views: 640/698
Views index: 7%
Popularity index: 1.75%
The two most influential environments in which young children develop are their homes and their early childhood education programs. In 2005, 60 percent of all {U.S.} children under age 6 spent some time in the care of persons other than their parents, including 62 percent of White children, 69 percent of Black children, and 49 percent of Hispanic children. Considering that children's time is often divided between these two settings, there is a clear relationship between strong program-family partnerships and children's academic success. While educators have long known about the importance of family engagement for children's learning, some may feel frustrated by perceived low levels of engagement with some families they serve. Perceptions of low engagement may be due to differences in cultural values or languages spoken between program staff and families. They may also result from a program's approach to family engagement. Some programs focus on getting families to change rather than recognizing their strengths and abilities to support children's learning. Using ecological and social exchange theories as frameworks, this article: (1) defines family engagement; (2) describes ways to strengthen relationships between programs and families; and (3) provides evidence-based practices that can strengthen family engagement and improve learning for all children.
Added by: Marie Gaussel  
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