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The paper explores the literature on the relations between families and early childhood programs and on the role of parents in their child's transition from the preschool programs into the elementary school kindergarten program. The paper looks at studies on parents' feelings, experiences, and involvement practices in regards to the entry of their children into kindergarten and specifically looks at the needs of the Hmong population in early childhood education.
From the Paper:"Schools face the challenge of providing instruction to students who are 'at risk' because neither they nor their parents speak or read fluent English. Over the past few decades the challenges have resulted in studies being conducted in order to ascertain what might be done to better prepare immigrant children and their parents for the children entering into the elementary school kindergarten program so that these students can academically succeed. Early intervention program serve to assist these students and to enable the parents of these students in better supporting their child. Services, referrals and support are all provisions of Early Intervention programs. The federal law that governs early intervention programs and preschool special education programs and services is 'The Individual with Disabilities Education Act (IDEA) and specifically Part C which states the requirements for early intervention programs and Part B which relates to preschool special education programs and services. In 1986 Part C was established and for the purpose of reduction of educational costs through reduction in the need for special education mitigating these problems through the method of early intervention. IDEA was reauthorized in 2004 and is inclusive of requirements that include the child's transition from the early intervention programs to the early childhood special education and general education programs and which is part of the Individualized Family Service Plan (IFSP) which is a mandated educational plan for children and their families. Centric to IDEA 2004 is ensuring a seamless transition for families and children from one program to the next."
Sample of Sources Used:
- Gorey, K.M. (2001) Early Childhood Education: A Meta-Analytic Affirmation of the Short- and Long-Term benefits of educational opportunity. School Psychology Quarterly, 16(1), 9-30.
- Kreider, Holly (2002) Getting Parents 'Ready' for Kindergarten: The Role of Early Childhood Education. Harvard Family Research Project. Online available at: http://www.serve.org/TT/GettingParents.pdf
- Posny, Alexa Dr. (nd) High Quality Transition Planning and Services. Online available at: http://www.ksde.org/Portals/0/Special%20Education%20Services/secondary/Alexa-TransitionPlanningPostSecondary.pdf
- Powell, Douglas R. (nd) Relations between Families and Early Childhood Programs. Connecting with Parents. Online available at: http://ceep.crc.uiuc.edu/pubs/connecting/powell.pdf
- Rous, B. (2008) Recommended transition practices for young children and families: Results from a national validation survey. (Technical Report #3) Lexington: University of Kentucky, Human Development Institute, National Early Childhood Transition Center. Available online at: http://www.ihdi.uky.edu/nectc/Documents/technicalreport/Validation_Survey_Final.pdf
Cite this Research Paper:
Parents and Early Childhood Programs (2012, June 01) Retrieved August 14, 2020, from https://www.academon.com/research-paper/parents-and-early-childhood-programs-151346/
"Parents and Early Childhood Programs" 01 June 2012. Web. 14 August. 2020. <https://www.academon.com/research-paper/parents-and-early-childhood-programs-151346/>