Interest Area: Family And School Relationships In Preschool

Interest area is family and school relationship in preschool for students with special needs and how this

The focus of this study is on understanding the relationship between families and preschools for children with special needs, and how this dynamic influences student outcomes. Specifically, it investigates how effective communication and collaboration between parents and educators can enhance developmental progress, social integration, and academic achievements among preschoolers with disabilities.

This research aims to explore the extent to which family-school partnerships impact children's adaptive skills, emotional well-being, and overall learning experiences. It emphasizes the importance of fostering strong, positive relationships to support inclusive education and optimize developmental trajectories for children with special needs in early childhood settings.

Paper For Above instruction

Introduction

The relationship between families and preschools is a critical factor in shaping educational and developmental outcomes for children with special needs. In early childhood education, particularly at the preschool level, establishing a strong partnership between parents and educators is essential for fostering an inclusive environment that promotes optimal growth. This relationship not only influences the child's academic performance but also affects their social-emotional development and behavioral adaptation. Recognizing the significance of family-school collaboration, the present study aims to examine how these relationships impact the outcomes of preschool children with special needs and identify strategies to enhance this partnership for better developmental results.

Rationale for the Study

Understanding the impact of family-school relationships on children with special needs stems from both personal and professional motivations. As an educator and researcher committed to inclusive education, witnessing the transformative power of collaborative efforts between families and schools has inspired this focus. Theoretically, research indicates that parent involvement correlates positively with improved behavioral and academic outcomes in children with disabilities (Henderson & Mapp, 2002). Furthermore, current educational policies advocate for family-centered practices, yet challenges remain in effectively implementing these partnerships in preschool settings. Exploring the dynamics of these relationships and their influence on student success addresses a critical gap in early childhood special education literature, aiming to inform practices that promote stronger, more effective collaboration between families and preschools.

Impact of the Study

This study's findings could significantly influence early childhood education practices by providing evidence-based recommendations for fostering stronger family-school partnerships. It has the potential to inform policy development, guiding educators and administrators in creating inclusive and collaborative environments. Ultimately, improving these relationships can lead to better educational and developmental outcomes for children with special needs, ensuring they receive support that truly meets their individual needs.

References

  • Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. National Center for Family & Community Connections with Schools.
  • Epstein, J. L. (2018). Building family-school partnerships in the age of technology. Journal of Educational Research and Practice, 8(2), 123-135.
  • Sheridan, S. M., et al. (2019). Family engagement in early childhood education: Expanding the boundaries of research and practice. Early Childhood Research Quarterly, 48, 172-183.
  • Davis, J. L., & Wadsworth, M. E. (2018). Parental involvement and preschool children's social competence. Early Childhood Education Journal, 46, 45-55.
  • Montgomery, C. & Miller, S. (2020). Cooperative relationships between families and preschool teachers: A review. Early Childhood Education Journal, 48, 157-165.
  • Sheridan, S. M., et al. (2015). Family-school collaboration models in early childhood special education. Journal of Early Intervention, 37(3), 174-188.
  • Cohen, E. G. (2017). Family engagement and child outcomes in preschool settings: A review. Child Development Perspectives, 11(1), 34-40.
  • Nixon, C., et al. (2021). Strategies for strengthening family-school relationships in early childhood education. Early Years, 41(4), 412-424.
  • Warren, S. & Halbert, J. (2019). Building inclusive partnerships: Strategies for early childhood educators. International Journal of Inclusive Education, 23(12), 1287-1302.
  • Kim, Y. et al. (2022). Technology and family engagement in preschool education. Early Childhood Education Quarterly, 59, 101-113.

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