Fostering the Foundations of Self-Determination in Early Childhood: A Process for Enhancing Child Outcomes Across Home and School

Erwin, Elizabeth J.; Maude, Susan P.; Palmer, Susan B.; Summers, Jean Ann; Brotherson, Mary Jane; Haines, Shana J.; Stroup-Rentier, Vera; Zheng, Yuzhu; Peck, Nancy

doi:10.1007/s10643-015-0710-9

Cited by 17 publications

(10 citation statements)

References 23 publications

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“…Children's informal interactions with close relationship partners during early childhood provide rich learning opportunities to build foundational social and personal agency skills towards the development of self‐determination, such as decision making, problem solving, and goal seeking via the conflict process (i.e., power and influence) (Deci & Ryan, ; Erwin et al., ; Parke & Buriel, ). Furthermore, examining siblings’ behaviors in polyadic conflict reveals the complexity of children's development in the context of the family system (Minuchin, ).…”

Section: Discussionmentioning

confidence: 99%

Siblings’ Power and Influence in Polyadic Family Conflict During Early Childhood

Porta¹,

Howe²

2017

New Directions for Child and Adolescent Development

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This study examined sibling behavior during polyadic family conflicts (involving three or more family members) by identifying operational conflict elements (i.e., roles, topic), power strategies, effective influence of power, and social domain argumentation. Polyadic conflict sequences (n = 210) were identified in 35/39 families with two siblings (aged 4 and 6) and their parents observed at home. The dominant conflict topic, siblings' use of power and power strategy executed in relation to social domain argumentation, revealed unique qualities of conflict in the polyadic family context; effective use of power strategies to facilitate favorable outcomes differed by sibling birth order. Our account presents a nuanced view of the intricacies of polyadic family conflict, which provides unique opportunities for children's learning and socialization by siblings and parents.

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Section: Discussionmentioning

confidence: 99%

Siblings’ Power and Influence in Polyadic Family Conflict During Early Childhood

Porta¹,

Howe²

2017

New Directions for Child and Adolescent Development

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“…The physical environment consists of the inanimate features of a particular routine, including the environmental layout, objects and materials, and level of environmental stimulation. A child’s sense of competence and growing self-determination can be promoted when the physical environment of everyday routines is designed for active child engagement (Albrecht & Khetani, 2016; Erwin et al, 2016; Palisano et al, 2012). For all young children to participate in routines, environmental considerations include a variety of easy-to-reach, child-sized materials and environmental layouts that are safe with room to explore.…”

Section: Environmental Features Within Family Routinesmentioning

confidence: 99%

Assessing the Home Environment to Promote Infant-Toddler Learning Within Everyday Family Routines

Keilty

2019

Young Exceptional Children

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“…The Foundations Intervention was designed to promote adult sharing of information between home and school to benefit young children experiencing delays or differences. Using a conceptual model (Palmer et al, 2013) the research team refined the Foundations Intervention over a series of trials in preschool settings (Erwin et al, 2016) to provide a framework for parents and teachers to engage in collaborative partnerships while sharing knowledge and skills for child needs. Within our conceptual model, it was hypothesized that 1) an accessible environment and 2) intentional adult cues help facilitate measurable elements of foundations of self-determination including a) child engagement, b) child selfregulation, and c) child choice and problem solving.…”

mentioning

confidence: 99%

Foundations for Self-Determination in Early Childhood: Preliminary Preschool Study

Palmer

Fleming

Summers

et al. 2019

Adv Neurodev Disord

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Foundations for self-determination begin in early childhood for children with disabilities with the onset of self-regulation and engagement in activities at home, school, and in the community. This article describes the development and preliminary results of an intervention model that encourages collaborative practices for parents and teachers around short-term goal setting to adjust environments for young children with special needs or at risk for delay. The Foundations Intervention was used with 48 children in authentic early childhood settings and involved parents, teachers, and a facilitator to enhance children's self-regulation and engagement at home and school. Results showed feasibility of the intervention; positive child outcomes in goal attainment, self-regulation, and engagement measures were also evident. When parents and teachers communicated about a child's strengths and needs within routines at home and school, this appeared to strengthen parent and teacher connections and helped children become more engaged or regulated in daily activities.

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Fostering the Foundations of Self-Determination in Early Childhood: A Process for Enhancing Child Outcomes Across Home and School

Cited by 17 publications

References 23 publications

Siblings’ Power and Influence in Polyadic Family Conflict During Early Childhood

Siblings’ Power and Influence in Polyadic Family Conflict During Early Childhood

Assessing the Home Environment to Promote Infant-Toddler Learning Within Everyday Family Routines

Foundations for Self-Determination in Early Childhood: Preliminary Preschool Study

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