Contemporary Perspectives on Families, Communities, and Schools for Young Children

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Olivia N. Saracho, Bernard Spodek
IAP, 2005 - Fiction - 263 pages
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Contents: Emergence of Families, Communities, and Schools in Early Childhood Education: Introduction, Olivia N. Saracho and Bernard Spodek. Challenges and Realities: Family-Community-School Partnership, Olivia N. Saracho and Bernard Spodek. Families and Early Childhood Education Through the Years, Bernard Spodek and Olivia N. Saracho. Young Children Experiencing Divorce and Family Transitions: How Early Childhood Professionals Can Help, Marion F. Ehrenberg, Jacqueline E. Bush, Jennifer D. Pringle, Marei Luedemann, and Jennifer Geisretter. Family context and psychological development in early childhood: Educational implications, Enrique B. Arranz Freijo. Parenting Self-Efficacy and Competence in Relation to Young Children's Social and Academic Outcomes, Priscilla K. Coleman and Katherine H. Karraker. Emotion Regulation: Implications For Children's School Readiness and Achievement, Julia M. Braungart-Rieker and Ashley L. Hill."
 

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Contents

Challenges and Realities FamilyCommunitySchool Partnership
1
The Relationship of Parents to Early Childhood Education Through the Years
21
Young Children Experiencing Divorce and Family Transitions
37
Family Context and psychological Development in Early Childhood
59
Parenting SelfEfficacy Competence in Parenting and Possible Links to Young Childrens Social and Academic Outcomes
83
Emotion Regulation Implications for Childrens School Readiness and Achievement
107
Young Childrens Achievement Does Neighborhood Residence Matter?
131
Children as Catalysts for Adult Relations New Perspectives from Italian Early Childhood Education
163
Cultural Beliefs about Childrearing and Schooling in Immigrant Families and Developmentally Appropriate Practices
181
Mexican American Families Cultural and Linguistic Influences
203
Involvement of American Indian Families in Early Childhood Education
225
Contemporary Transformations in Families Communities and Schools
247
About the Authors
257
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Page 5 - ... features of social organization, such as networks, norms, and trust, that facilitate coordination and cooperation for mutual benefit.
Page 5 - Whereas physical capital refers to physical objects and human capital refers to the properties of individuals, social capital refers to connections among individuals - social networks and the norms of reciprocity and trustworthiness that arise from them. In that sense, social capital is closely related to what some have called 'civic virtue'.
Page 5 - social capital' calls attention to the fact that civic virtue is most powerful when embedded in a dense network of reciprocal social relations. A society of many virtuous but isolated individuals is not necessarily rich in social capital.
Page 4 - People construct community symbolically, making it a resource and repository of meaning, and a referent of their identity.

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