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Family-centred practice : empowerment, self-efficacy, and challenges for practitioners in early childhood education and care
Family-centred practice has been included in the Victoria, Australia Early Years Learning and Development Framework as a key practice principle for professionals working across all early years programs in that state. While this model of partnership for engaging and collaborating with families has long been used in the early intervention sector, the efficacy of adopting this model more widely across the wider early childhood education and care sector has not been explored. This article presents a discussion on family-centred practice as a model for engaging with families in the care and education of their children. Through an analysis of the underlying philosophy and an examination of the core principles and characteristics, the article explores family-centred practice as it sits within a broader theory of partnership. This analysis identifies that while there are essential principles and characteristics that position the model within a partnership framework, it is the notion of empowerment, an underpinning philosophy guiding the model, that adds another dimension to the way practitioners in early childhood education and care settings collaborate with families. In examining the broader early childhood context, the capacity of many early childhood practitioners to effectively implement empowering behaviours is challenged.
History
Journal
Contemporary issues in early childhoodVolume
13Issue
1Pagination
17 - 26Publisher
Symposium JournalsLocation
Oxford, EnglandPublisher DOI
ISSN
1463-9491Language
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2012, Symposium Journals Ltd.Usage metrics
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