A través de las asociaciones con las familias, el personal del programa y las familias construyen relaciones continuas, recíprocas y respetuosas. El personal del programa valora la experiencia única de las familias en relación con sus hijos. El personal se comunica de forma regular con las familias para saber cuáles son las metas que quieren que alcancen sus hijos y ellos mismos y trabajar juntos para lograrlas.
Las metas de las familias pueden ser, entre otras:
- Conseguir trabajo.
- Encontrar estabilidad de vivienda.
- Continuar con sus estudios.
- Mejorar sus propias habilidades de liderazgo y defensa de derechos.
- Contribuir con sus destrezas y fortalezas a los programas Head Start.
Recursos clave
- Competencias basadas en la relación para apoyar el a la familia
- Serie de simulaciones del Compromiso de los padres, las familias y la comunidad: Impulsar la preparación escolar a través de la participación activa de la familia
- Formación de asociaciones: Guía para desarrollar relaciones positivas con las familias
- Asociaciones comunitarias para alcanzar preparación escolar
- Entornos del programa: Planificación receptiva para las familias
- Blue-Banning, M., Summers, J., Frankland, H., Nelson, L, Beegle, G. (2004). Dimensions of Family and Professional Partnerships: Constructive Guidelines for Collaboration. Exceptional Children, 70(2), 167-184 [PDF, 88KB]
- Sheridan, S., Knoche, L. L., Edwards, C. P., Bovaird, J. A., Kupzyk, K. A. (2010). Parent Engagement and School Readiness: Effects of the Getting Ready Intervention on Preschool Children's Social-Emotional Competencies. Early Education and Development
- Webster-Stratton, C., Reid, M.J., & Hammond, M. (2001). Preventing conduct problems, promoting social competence: A parent and teacher partnership in Head Start. Journal of Clinical Child Psychology, 30(3), 283-302
- Co-Constructing Family Involvement
- Successful Family Engagement in the Classroom: What teachers need to know and be able to do to engage families in raising student achievement [PDF, 299KB]
- Karakuş, M., Savaş, A. C. (2012). The Effects of Parental Involvement, Trust in Parents, Trust in Students and Pupil Control Ideology on Conflict Management Strategies of Early Childhood Teachers. Educational Sciences: Theory and Practice, 12(4), 2977–2985.
- Reedy, C. K., McGrath, W. H. (2010). Can You Hear Me Now? Staff-Parent Communication in Child Care Centres. Early Child Development and Care, 180(3), 347–357.
- Attendance, 45 CFR § 1302.16 (a), (a)(1)–(2), (a)(2)(i)-(iv), (a)(3), (b)–(c), (c)(1)–(2)
- Suspension and expulsion, 45 CFR § 1302.17 (a), (a)(1)–(4), (a)(4)(i)–(iv), (b), (b)(1)–(2), (b)(2)(i)–(ii), (b)(3)
- Child screenings and assessments, 45 CFR § 1302.33 (a), (a)(1)–(3), (a)(3)(i)-(ii), (a)(4)-(5), (a)(5)(i)–(ii), (a)(5)(ii)(A)-(B), (b), (b)(1)
- Parent and family engagement in education and child development services, 45 CFR § 1302.34 (a)–(b), (b)(1)–(8)
- Education in home-based programs, 45 CFR § 1302.35 (a)–(b), (b)(1)–(4), (c), (c)(1)–(4), (c)(4)(i)–(ii), (c)(5), (d), (d)(1), (d)(1)(i), (d)(3), (d)(3)(i)–(ii), (d)(4), (e), (e)(1)–(2), (e)(2)(i)–(ii), (e)(3), (f)
- Collaboration and communication with parents, 45 CFR § 1302.41 (a)–(b), (b)(1)–(2)
- Child health status and care, 45 CFR § 1302.42 (a), (a)(1)–(2), (b), (b)(1), (b)(1)(i)-(ii), (b)(2)–(4), (c), (c)(1)–(3), (d), (d)(1)–(3), (e), (e)(1)–(2)
- Oral health practices, 45 CFR § 1302.43
- Child mental health and social and emotional well-being, 45 CFR § 1302.45 (a), (a)(1)–(4), (b), (b)(1)–(6)
- Family support services for health, nutrition, and mental health, 45 CFR § 1302.46 (a)–(b), (b)(1), (b)(1)(i)–(v), (b)(2), (b)(2)(i)–(iii)
- Family engagement, 45 CFR § 1302.50 (a)–(b), (b)(1)–(6)
- Parent activities to promote child learning and development, 45 CFR § 1302.51 (a), (a)(1)–(3), (b)
- Family partnership services, 45 CFR § 1302.52 (a)–(c), (c)(1)–(4), (d)
- Community partnerships and coordination with other early childhood and education programs, 45 CFR § 1302.53 (a), (a)(1)–(2), (a)(2)(i)–(viii), (b)
- Additional services for children, 45 CFR § 1302.61 (a)–(c), (c)(1), (c)(1)(i)–(v), (c)(2), (c)(2)(i)–(ii)
- Additional services for parents, 45 CFR § 1302.62 (a), (a)(1)–(2), (b), (b)(1)–(4)
- Transitions from Early Head Start, 45 CFR § 1302.70 (a)–(b), (b)(1)–(2), (c)
- Transitions from Head Start to kindergarten, 45 CFR § 1302.71 (a)-(b), (b)(1)–(2), (b)(2)(i)–(iv), (c), (c)(1)–(2), (c)(2)(i)–(iii), (c)(3)
- Transitions between programs, 45 CFR § 1302.72 (a)–(c)
- Enrolled pregnant women, 45 CFR § 1302.80 (a)–(d)
- Prenatal and postpartum information, education, and services, 45 CFR § 1302.81 (a)–(b)
- Family partnership services for enrolled pregnant women, 45 CFR § 1302.82 (a)–(b)
« Ir a Marco de participación de los padres, las familias y la comunidad (PFCE)
