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Paula Hamilton 《International Studies in Sociology of Education》2013,23(4):298-317
Current government policy, which calls for closer working relationships with families, together with the escalation of globalised communities places mounting pressure on teachers to take account of increasingly diverse family values, traditions and parenting styles. Considering the disproportionate number of minority ethnic children facing educational underachievement in the UK, one could argue practitioners take up this challenge. In view of increased European migration, this paper considers factors which remain the key to enabling migrant worker parents to establish and sustain effective links with their child’s school. After decades of research and government reports, how far we have come to ensuring that all families are enabled to become involved in their children’s schooling? The findings, which stem from a broader qualitative study, are largely presented through three collective vignettes which represent the voices, and different experiences, encountered by nine migrant worker parents. Factors identified as having significance to home–school relations include language barriers, issues associated with changing family structures, and community relations. 相似文献
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Current attachment theory hypothesizes that attachment security during infancy influences individual differences in adult representations of attachment. We present three long-term longitudinal studies using three different samples relevant to this hypothesis. Each study assesses infant attachment by using the Ainsworth Strange Situation and adult attachment by using the Berkeley Adult Attachment Interview (AAI). Attachment security was significantly stable in the first two studies. Discontinuity in all three studies was related to negative life events and circumstances. Comparison of the results across these complementary studies affords a degree of replication and sheds light on alternative interpretations. Various mechanisms underlying the stability and instability of attachment security are discussed. 相似文献
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Muriel E. Hamilton Mary A. Roach David A. Riley 《Early Childhood Education Journal》2003,30(4):225-232
Over the past 4 decades, early care and education programs in the United States have struggled to overcome obstacles to active parent and family participation, especially in the wake of recent welfare reform guidelines requiring parents to work outside the home. This article highlights the vision and activities of four Wisconsin Early Childhood Centers for Excellence, which offer family-centered services along with services to young children. Using various strategies, these programs have empowered parents and strengthened bonds between parents and professionals. Their success suggests that new models based on family-centered goals can improve the overall quality of early care and education for young children. 相似文献