Multiple dimensions of family engagement in early childhood education: Evidence for a short form of the Family Involvement Questionnaire

Fantuzzo, John W.; Gadsden, Vivian L.; Li, Feifei; Sproul, Faith; McDermott, Paul A.; Hightower, Dirk; Minney, Ashley

doi:10.1016/j.ecresq.2013.07.001

Cited by 71 publications

(80 citation statements)

References 30 publications

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“…In early childhood, partnership with families and parental involvement are essential and more important than any of other stages of education (Fantuzzo, et al, 2013). Professional relationship between teachers and parents is the basis of such partnership.…”

Section: Discussionmentioning

confidence: 99%

Teacher Conduct: A Survey on Professional Ethics among Chinese Kindergarten Teachers

2017

IJLTER

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Abstract. Teacher professional ethics have recently become a much debated issue in China, which is in the wake of China"s new population policy that ends the "one-child" policy after 35 years of stringent enforcement. With increasingly more children enrolled in early childhood services, the quality of the teaching force is to stand a tougher test of public scrutiny. Professional ethics is an integral and pivotal component of teacher quality. Utilizing questionnaire as the data collection method, this study examines self-reported professional conduct of 437 in-service teachers from 50 kindergartens across three provinces of China. It is found that: (1) The majority of the kindergarten teachers report themselves as compliant with the professional ethics when facilitating all the daily routine activities and when working with colleagues and parents; (2) Several ethical issues exist with some kindergarten teachers such as differentiated approach to children from different backgrounds, unawareness of the importance of parents as stakeholders, and unhealthy relationship with colleagues.

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Section: Discussionmentioning

confidence: 99%

Teacher Conduct: A Survey on Professional Ethics among Chinese Kindergarten Teachers

2017

IJLTER

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“…Quando os pais comunicam construtivamente com os professores e participam em atividades escolares, têm uma maior compreensão do que as suas crianças devem aprender e como podem melhorar a sua educação, em casa (Stevenson & Baker, 1987). O feedback e as recomendações dos educadores podem ajudar as famílias a criar experiências de aprendizagem em casa, baseadas no que as crianças aprendem no JI (Fantuzzo et al, 2013). A comunicação entre a escola e a família está na base do envolvimento parental.…”

Section: Uso Da Tecnologia Para Envolvimento Parentalunclassified

“…Esta perspetiva é documentada por vários autores, que associam a comunicação escola-família ao envolvimento parental na aprendizagem (Fantuzzo et al, 2013;Stevenson & Baker, 1987), às boas relações entre pais e educadores (Diamond et al, 2013) e aos bons resultados dos alunos (Hilado et al, 2013;Lunts, 2003;Melhuish et al, 2008).…”

Section: Conclusõesunclassified

As tecnologias digitais na aprendizagem das crianças e no envolvimento parental no Jardim de Infância: Estudo exploratório das necessidades das educadoras de infância

Laranjeiro

Antunes

Santos

2017

RPE

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Resumo É cada vez mais comum o uso das tecnologias digitais por pais e educadores de infância para realizar atividades promotoras de aprendizagem com as crianças, tais como fazer uma pesquisa na Internet ou jogar um jogo didático. A conceção de uma plataforma tecnológica que promova a comunicação entre pais e educadores poderá potenciar o envolvimento parental na aprendizagem das crianças e criar novas dinâmicas no jardim de infância. Com este estudo, baseado em entrevistas a quatro educadoras, pretende-se averiguar como é utilizada a tecnologia no jardim de infância para realizar atividades com as crianças e para comunicar com os pais, de forma a facilitar o seu envolvimento. Também se pretende perceber como estas atividades podem ser ampliadas, usando uma plataforma digital com funcionalidades específicas. Os resultados indicam que a plataforma deve reunir informações oficiais do jardim de infância e das atividades realizadas com as crianças, contactos diretos dos pais, sugestões e links para recursos educacionais.Palavras-chave Jardim de infância; TIC; Envolvimento parental; aprendizagem

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“…Head Start and other early childhood programs serving low‐income communities face challenges because of the lack of available validated measures to assess family involvement, particularly for programs serving ethnic minority families (Advisory Committee on Head Start Research and Evaluation, ). To address this current need, Fantuzzo and colleagues () developed a shortened form of a well‐validated measure of family involvement for use with families attending prekindergarten and School District Head Start programs in the Northeast: The Family Involvement Questionnaire–Short Form (FIQ‐SF; Fantuzzo et al., ). The FIQ‐SF was developed to lessen the burden on families due to time and cost constraints in Head Start programs (Fantuzzo et al., ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…To address this current need, Fantuzzo and colleagues () developed a shortened form of a well‐validated measure of family involvement for use with families attending prekindergarten and School District Head Start programs in the Northeast: The Family Involvement Questionnaire–Short Form (FIQ‐SF; Fantuzzo et al., ). The FIQ‐SF was developed to lessen the burden on families due to time and cost constraints in Head Start programs (Fantuzzo et al., ). Given that the shortened form could be useful in early childhood programs serving more diverse low‐income families in other geographic regions of the United States, the purpose of the present study was to examine the construct validity of the FIQ‐SF with an independent sample of ethnically and linguistically diverse families, participating in an urban Head Start program in the southeastern region of the United States.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Extending the Validity of the Family Involvement Questionnaire–short Form for Culturally and Linguistically Diverse Families From Low‐income Backgrounds

Bulotsky‐Shearer

Bouza

Bichay

et al. 2016

Psychology in the Schools

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The construct validity of the Family Involvement Questionnaire–Short Form (FIQ‐SF) was examined in an independent sample of ethnically and linguistically diverse low‐income families (N = 498) enrolled in an urban Head Start program in the Southeast. A series of exploratory and confirmatory factor analyses replicated the three‐factor structure identified in initial validation studies with Northeast samples: home‐school conferencing, home‐based involvement, and school‐based involvement. Findings from multiple group confirmatory factor analyses provided evidence that the three‐factor structure was invariant across family ethnicity. multivariate analyses of variance also confirmed hypothesized mean differences on FIQ‐SF dimension scores across family demographic variables such as caregiver ethnicity, primary home language, caregiver education, employment, and marital status. Findings replicate and extend prior construct validity evidence to support the use of the FIQ‐SF by early childhood education programs such as Head Start serving diverse families from low‐income backgrounds. Implications for future research, practice, and policy applications in early childhood are discussed.

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Multiple dimensions of family engagement in early childhood education: Evidence for a short form of the Family Involvement Questionnaire

Cited by 71 publications

References 30 publications

Teacher Conduct: A Survey on Professional Ethics among Chinese Kindergarten Teachers

Teacher Conduct: A Survey on Professional Ethics among Chinese Kindergarten Teachers

As tecnologias digitais na aprendizagem das crianças e no envolvimento parental no Jardim de Infância: Estudo exploratório das necessidades das educadoras de infância

Extending the Validity of the Family Involvement Questionnaire–short Form for Culturally and Linguistically Diverse Families From Low‐income Backgrounds

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