Notes Augusta State University's "Family Fun Fair," developed in 1981 by early childhood teacher candidates, and now a major requirement of one of Augusta's early childhood courses. Describes several fun fair activities and how activities devised by the students are evaluated by the instructor. (HTH)

This study examined the relation between teachers' report of family involvement in school and children's social and academic competencies during kindergarten, measuring families' attitudes toward schools and families' activities with schools. Findings suggest that teachers' reports of family attitudes are a more consistent predictor of outcomes…

Describes benefits of involving Spanish-speaking families in early education and care programs. Identifies barriers to involvement, including communication difficulties, cultural characteristics, family structure, work schedules, and negative school experiences. Offers strategies to foster participation, including parent-teacher conferences,…

This article begins by reviewing seven individual texts for forming effective partnerships with families in special education. It identifies key criteria for selecting a text, including: ethical information, legal information, research information on disability impact, and information on communication strategies. A comparative overview of reviewed…

Preschool findings are summarized from a longitudinal study examining how parents and teachers support language skill development in children from low-income families from preschool through high school. The study identified three dimensions of experiences during preschool/kindergarten related to later literacy success: exposure to varied…

Focuses on the impact of a family reading project on parents and library staff in an English borough and the partnerships it fostered between organizations involved in the initiative. Considers the project's impact on parents, public libraries and schools. Notes that one of the most important benefits of the partnership courses was pleasure…

Provides information on how teachers in the early childhood setting can encourage fathers to participate in their children's school experiences. Discusses models for fathers, the place of work in the traditional father role, and helping children with absent fathers. Suggests ways to teach positive parenting skills to fathers, including praising…

Explores the differences in attitudes of three groups of facilitators toward emergent literacy learning, in relation to child's age, child's sex, and type of early childhood education facilities in Korea. Identifies the discrepancies in attitudes toward emergent literacy learning. Notes a significant difference in writing, but not in reading…

Discusses how changing family structures make values education and the development of strong parent-school partnerships imperative. Examines the teacher education program at New York's Bank Street College of Education and its efforts to create a school environment honoring human dignity and values education intended to provide a model for…

Reports longitudinal findings from a study of 20 children who had attended prekindergarten 17 years before. The study was designed to discern the relationship of learning experiences to later life events of students and parents. Qualitative analysis showed differences in student achievement after prekindergarten years. Both parents and students…

Examines effects that the sex composition of family has upon ways in which families finance higher education. Finds that as the number of brothers increases, the likelihood that a student will meet his financial obligation through means other than parental contribution becomes greater. Suggests sex composition is a structural element of the…

Outlines the "Project Hands-on Math" developed in Georgia. Describes the five objectives, developmental phases, implementation, and evaluation of the project. Lists concrete manipulative materials used in this project. (YP)

The article argues that students with severe intellectual disabilities should be educated in their local "home school" so all children can prepare for a pluralistic society, so families can have easy access to schools and services, and so social relationships with nondisabled persons can be developed and maintained over long periods of time.…

A leadership and social skills program, with parent involvement and support, was implemented with 20 elementary-age children either at risk for academic and social problems or normally achieving and developing. Suggestions are offered for helping families participate in social skill instruction. (DB)

This article highlights the importance of parent-professional relationships to the academic and social development of special needs students and considers the impact of ethnic, linguistic, and cultural diversity on the establishment of these partnerships. (Author/DB)