Resources for Supporting and Involving Families in Meaningful Ways
Young Children articles and NAEYC books
Baker, A., & L. Manfredi/Pettit. 2004. Relationships, the heart of quality care: Creating community among adults in early care settings. Washington, DC: NAEYC.
Balaban, N. 2005. Everyday goodbyes: Starting school and early care: A guide to the separation process. New York: Teachers College Press. Available from NAEYC.
Birckmayer, J., J. Cohen, I.D. Jansen, & D.A. Variano. 2005. Kyle lives with his granny—Where are his mommy and daddy? Supporting grandparents who raise grandchildren. Young Children 60 (3): 100–04.
Briody, J. 2005. Family Ties. Separation through a parent’s eyes. Young Children 60 (2): 110–11.
Buell, M.J., R.A. Hallam, & H.L. Beck. 2001. Early Head Start and child care partnerships: Working together to serve infants, toddlers, and their families. Young Children 56 (3): 7–12.
DeJong, L. 2003. Using Erikson to work more effectively with teenage parents. Young Children 58 (2): 87–95.
Clay, J.W. 2004. Creating safe, just places to learn for children of lesbian and gay parents: The NAEYC Code of Ethics in action. Young Children 59 (6): 34-38.
Clay, J.W. 1990. Working with lesbian and gay parents and their children. Young Children 45 (3): 31-35.
Desrochers, J. 2001. Exploring our world: Outdoor classes for parents and children. Young Children 56 (5): 9–11.
Diffily, D., & K. Morrison. 1996. Family-friendly communication for early childhood. Washington, DC: NAEYC.
Eldridge, D. 2001. Parent involvement: It’s worth the effort. Young Children 56 (4): 65–69.
Elliott, E. 2003. Challenging our assumptions: Helping a baby adjust to center care. Young Children 58 (4): 22–28.
File, N. 2001. Family-professional partnerships: Practice that matches philosophy. Young Children 56 (4): 70–80.
Gadsden, V., & A. Ray. 2002. Engaging fathers: Issues and considerations for early childhood educators. Young Children 57 (6): 32–42.
Gadzikowski, A. 2003. It’s the little things that count: How we welcome families to our full-day preschool program. Young Children 58 (4): 94–95.
Gennarelli, C. 2004. Family Ties. Communicating with families: Children lead the way. Young Children 59 (1): 98.
Gray, H. 2004. “You go away and you come back”: Supporting separations and reunions in an infant/toddler classroom. Young Children 59 (5): 100–07.
Hannigan, I. 1998. Off to school: A parent’s-eye view of the kindergarten year. Washington, DC: NAEYC.
Honig, A.S. 1998. Secure relationships: Nurturing infant/toddler attachment in early care settings. Washington, DC: NAEYC.
Joshi, A. 2005. Understanding Asian Indian families: Facilitating meaningful home-school relations. Young Children 60 (3): 75–78.
Kaufman, H. 2001. Skills for working with all families. Young Children 56 (4): 81–83.
Koch, P., & M. McDonough. 1999. Improving parent-teacher conferences through collaborative conversations. Young Children 54 (2): 11–15.
Lundgren, D., & J.W. Morrison. 2002. Involving Spanish-speaking families in early education programs. Young Children 58 (3): 88–95.
McCracken, J.B. 2004. So many goodbyes: Ways to ease the transition between home and groups for young children. Brochure. Washington, DC: NAEYC.
Mulcahey, C. 2002. Take-home art appreciation kits for kindergartners and their families. Young Children 57 (1): 80–87.
Murphy, J.C. 2003. Kayla, Valencia, Franklin, and Trey: Case studies in African American school success and parenting behaviors. Young Children 58 (6): 85–89.
Olson, M., & M. Hyson. 2005. Supporting Teachers, Strengthening Families initiative adds a national leadership program for early childhood professionals. Young Children 60 (1): 44–45.
Powell, D.R. 1998. Reweaving parents into the fabric of early childhood education. Young Children 53 (5): 60–67.
Ray, J.A., & D. Shelton. 2004. E-pals: Connecting with families through technology. Young Children 59 (3): 30–32.
Reynolds, A.J., W.T. Miedel, & E.A. Mann. 2000. Innovation in early intervention for children in families with low incomes: Lessons from the Chicago Child-Parent Centers. Young Children 55 (2): 84–88.
Riojas-Cortez, M., B.B. Flores, & E.R. Clark. 2003. Los niños aprenden en casa: Valuing and connecting home cultural knowledge with an early childhood program. Young Children 58 (6): 78–83.
Rogers, F. 2002. The Mister Rogers parenting book: Helping to understand your young child. Philadelphia: Running Press. Available from NAEYC.
Rogers, F. 2003. The world according to Mister Rogers: Important things to remember. New York: Hyperion. Available from NAEYC.
Rosenkoetter, S.E. 2001. Come for a bedtime story! Young Children 56 (3): 64–66.
Rump, M.L. 2002. Involving fathers of young children with special needs. Young Children 57 (6): 18–20.
Seplocha, H. 2004. Family Ties. Partnerships for learning: Conferencing with families. Young Children 59 (5): 96–98.
Simmons, C.N. 2002. Family Ties. Children’s first teachers. Young Children 57 (3): 94–96.
Walker-Dalhouse, D., & A.D. Dalhouse. 2001. Parent-school relations: Communicating more effectively with African American parents. Young Children 56 (4): 75–80.
Wardle, F. 2001. Viewpoint. Supporting multiracial and multiethnic children and their families. Young Children 56 (6): 38–39.
Wickens, E. 1993. Penny's question: I will have a child in my class with two moms-What do you know about this? Young Children, 48(3): 25-28.
NAEYC multimedia
Cultivating roots—Home/school partnerships. 1996. Videocassette. Early Childhood Program series. 30 min.
Grandparenting: Enriching lives. 2001. Videocassette. Prod. by Civitas. 30 min. In English or Spanish.
Partnerships with parents. 1989. Videocassette. Prod. by South Carolina Educational Television. 28 min. In English or Spanish.
Ready for life. 2000. Videocassette. Prod. by KERA in Dallas, Texas. 60 min. Features the expert advice of Dr. Bruce Perry.
The world according to Mister Rogers. 2004. CD Audio Book. Family Communications. 75 min.
Other articles and books
Berger, E.H. 2003. Parents as partners in education: Families and schools working together. 6th ed. Saddle River, NJ: Prentice Hall.
Chvojicek, R., M. Henthorne, & N. Larson. 2001. Transition Magician for families: Helping parents and children with everyday routines. St. Paul, MN: Redleaf.
Compton-Lily, C. 2002. Reading families: The literate lives of urban children. New York: Teachers College Press.
Davis, C., & A. Yang. 2005. Parents and teachers working together. Turners Falls, MA: Northeast Foundation for Children.
Dudley-Marling, C. 2000. A family affair: When school troubles come home. Portsmouth, NH: Heinemann.
Edwards, P.A., 1999. A path to follow: Learning to listen to parents. Portsmouth, NH: Heinemann.
Engaging parents and the community in schools. 1998. Educational Leadership 55 (8).
Epstein, J.L., M.G. Sanders, B.S. Simon, K. Clark Salinas, N.R. Jansorn, & F.L. Van Voorhis. 2002. School, family, and community partnerships: Your handbook for action. 2nd ed. Thousand Oaks, CA: Corwin.
Gaitan, C.D. 2004. Involving Latino families in schools: Raising student achievement through home-school partnerships. Thousand Oaks, CA: Corwin.
Harris Helm, J., S. Berg, P. Scranton, & R. Wilson. 2005. Teaching parents to do projects at home. New York: Teachers College Press.
Harry, B. 1992. Cultural diversity, families, and the special education system. New York: Teachers College Press.
Harry, B. 1997. A teacher’s handbook for “Cultural Diversity, Families, and the Special Education System.” New York: Teachers College Press.
Home visiting with families with infants and toddlers. 1997. Zero to Three 17 (4).
Huber, D. 2003. Serving biracial and multi-ethnic children and their families. St. Paul, MN: Redleaf.
Lerner, C., & A. Dombro. 2005. Bringing up baby: Three steps to making good decisions in your child’s first years. Washington DC: Zero to Three.
Manolson, A., B. Ward, & N. Dodington. 1995. You make the difference in helping your child learn. Washington, DC: Zero to Three.
Meier, D.R. 2000. Scribble scrabble—Learning to read and write: Success with diverse teachers, children, and families. New York: Teachers College Press.
National PTA. 2000. Building successful partnerships: A guide for developing parent and family involvement programs. Amherst, MA: National Evaluation Service.
O’Hanlon, E., & A.T. Griffin. 2004. Parent advocacy: Two approaches to change, one goal. Leadership Development in the Infant-Family Field 25 (2): 27–31.
Pawl, J., & A. Dombro. 2001. Learning and growing together with families: Partnering with parents to support young children’s development. Washington, DC: Zero to Three.
Power, B. 1999. Parent power: Energizing home-school communication. Portsmouth, NH: Heinemann.
Powers, J. 2005. Parent-friendly early learning tips and strategies for working well with families. St. Paul, MN: Redleaf.
Reflective practice in relationship-based organizations. 1999. Zero to Three 20 (1).
Responding to infants and parents. 2000. Zero to Three 20 (4).
Rockwell, B., & J. Rockwell Kniepkamp. 2003. Partnering with parents: Easy programs to involve parents in the early learning process. St. Paul, MN: Redleaf.
Taylor, D. 1998. Family literacy: Young children learning to read and write. Portsmouth, NH: Heinemann.
Valdes, G. 1996. Con respeto: Bridging the distances between culturally diverse families and schools: An ethnographic portrait. New York: Teachers College Press.
Zentella, A.C., ed. 2005. Building on strength: Language and literacy in Latino families and communities. New York: Teachers College Press; Covina: California Association for Bilingual Education.
Family literacy organizations
HIPPY USA (Home Instruction for Parents of Preschool Youngsters) is a parent involvement, school readiness program that helps parents prepare their three-, four-, and five-year-old children for success in school and beyond. www.hippyusa.org
National Center for Family Literacy (NCLF) helps parents and children achieve their potential together through quality literacy programs. NCFL works with educators and community builders to meet the most urgent educational needs of disadvantaged families. www.famlit.org
Reach Out and Read (ROR) is a program that promotes early literacy by bringing new books and advice about the importance of reading aloud into the pediatric exam room. Doctors and nurses give new books to children from six months of age to five years at each well-child visit. www.reachoutandread.org
Reading is Fundamental (RIF) offers a number of programs. The National Book Program (www.rif.org/about/nationalbook/default.mspx) motivates children, families, and community members to read together. Running Start (www.rif.org/about/runningstart/default.mspx) is a reading motivation program for first-graders and their families. Family of Readers (www.rif.org/about/familyofreaders/default.mspx) helps parents develop the skills to support their children’s reading. Shared Beginnings (www.rif.org/about/sharedbeginnings/default.mspx) helps young parents develop their children’s early language and literacy skills. http://rif.org
Reading Rockets—For Families is a national multimedia project offering information and resources on how young children learn to read, why so many struggle, and how caring adults can help. www.readingrockets.org/families
In addition, Reading Rockets produces Colorín Colorado, a web-based source of information, activities, and advice for Spanish-speaking parents and educators of English-language learners (ELLs). www.colorincolorado.org
Web sites
Center on School, Family, and Community Partnerships helps families, educators, and members of communities work together to improve schools, strengthen families, and enhance student learning and development. www.csos.jhu.edu/p2000/center.htm
Early Years Are Learning Years, from NAEYC, offers short articles (suitable for newsletters) for teachers, parents, and other adults involved daily with children. www.naeyc.org/ece/eyly
Especially for Parents, from the U.S. Department of Education, provides numerous resources educators can share with parents, including a tool kit for Hispanic families. www.ed.gov/parents/landing.jhtml?src=fp
National Association of Elementary School Principals (NAESP) in 2005 published an excellent resource for administrators, Leading Early Childhood Learning Communities: What Principals Should Know and Be Able to Do, that describes goals for working with families. www.naesp.org/ContentLoad.do?contentId=1659
National Coalition for Parent Involvement in Education advocates for the involvement of parents and families in their children’s education and fosters relationships between home, school, and community. www.ncpie.org
Parent Involvement in Children’s Education: Efforts by Public Elementary Schools is a report relating the findings from the Survey on Family and School Partnerships in Public Schools, K–8, conducted by National Center for Educational Statistics (NCES). The findings address a number of parent involvement topics. http://nces.ed.gov/surveys/frss/publications/98032
Parents as Teachers is an international early childhood parent education and family support program serving families of children, from pregnancy through kindergarten. www.parentsasteachers.org
Zero to Three’s mission is to promote the healthy development of infants and toddlers by supporting and strengthening families and communities and those who work on their behalf. The parent area of this Web site offers resources for families to engage them in their children’s growth and development. www.zerotothree.org/ztt_parentAZ.html
Copyright © 2006 by the National Association for the Education of Young Children. See Permissions and Reprints online at http://www.journal.naeyc.org/about/permissions.asp.
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