Learning Family-Centered Practices through a Parent-Child Playgroup Practicum

Autor/inn/en	Appl, Dolores J.; Farrar, Katelyn Longstreet; Smith, Karen G.
Titel	Learning Family-Centered Practices through a Parent-Child Playgroup Practicum
Quelle	In: Infants and Young Children, 25 (2012) 3, S.232-243 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0896-3746
DOI	10.1097/IYC.0b013e31825900b0
Schlagwörter	Play; Group Activities; Family Programs; Infants; Toddlers; Parent Child Relationship; Parent Attitudes; Facilitators (Individuals); Preservice Teachers; Practicums; Early Childhood Education; Special Education; Skills; Personality + Suchen Sie Ihr Suchwort? Spiel; Gruppenaktivität; Family program; Familienprogramm; Infant; Toddler; Toddlers; Kleinkind; Infants; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternverhalten; Practicum; Praktikum; Praktika; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Special needs education; Sonderpädagogik; Sonderschulwesen; Skill; Fertigkeit; Personalität
Abstract	The mentor of a parent-child playgroup, an experienced student playgroup facilitator, and a faculty member teaching a family-professional collaboration course describe opportunities for preservice student facilitators to learn about and implement family-centered practices. The experiences of one student facilitator are used to explain the information gathering, reflection, action, and evaluation process of the playgroup practicum. We focus on how she used this process to explore parents' perspectives about family-centered practices within a playgroup that they attended and how her inquiry impacted future student facilitators. The inclusive playgroup for families with infants and toddlers is a university field site for early childhood special education majors and follows an interdisciplinary model, called Parents Interacting with Infants. The authors also describe skills and dispositions related to family-centered practices that the student facilitator developed across the semester in which she was enrolled in the playgroup practicum and the parent-professional collaboration course. These skills and dispositions reflect desired outcomes for all students serving as playgroup facilitators. (As Provided).
Anmerkungen	Lippincott Williams & Wilkins. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: customerservice@lww.com; Web site: http://www.lww.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10