Home, School, and Community Relations, Cengage International Edition,
10th Edition

Preface.
Section I: FAMILY-SCHOOL-COMMUNITY PARTNERSHIPS.
1. Introduction to Family-School-Community Partnerships.
2. Today’s Families.
3. Family Roles and Expectations.
Section II: FAMILY-SCHOOL PARTNERSHIPS IN EARLY EDUCATION.
4. Family Engagement in Early Education.
5. Family-School Partnerships: Positive Outcomes and Barriers.
6. Foundations of Successful Family Partnerships.
7. Family Partnerships and School Transitions.
Section III: BUILDING MEANINGFUL PARTNERSHIPS.
8. Establishing and Maintaining Communication with Families.
9. Facilitating Meaningful Conferences with Families.
10. Supporting Partnerships in the Classroom.
11. Building Parenting Skills and Confidence.
12. Supporting Equity and Inclusion.
13. Addressing Challenging Attitudes and Behaviors.
Section IV: ADVOCATING FOR CHILDREN AND FAMILIES.
14. Creating Community Connections to Support Family-School Partnerships.
15. Advocacy and Future Directions.
Appendix Home Visits to Families and Children.
Glossary.
References.
Index.

• Carol Gestwicki

  Carol Gestwicki was an instructor in the early childhood education program at Central Piedmont Community College in Charlotte, North Carolina, for over 30 years. Her teaching responsibilities have included supervising students in classroom situations as they work with families. Earlier in her career, she worked with children and families in a variety of community agencies and schools in Toronto, New York, New Jersey, and Namibia (South West Africa). She received her MA from Drew University. She has been an active member of the NAEYC for many years, including making numerous presentations at state and national conferences. She has been a Fellow in the Early Childhood Leadership Development Project at the University of North Carolina at Chapel Hill, and she has been associated with the T.E.A.C.H. Model/Mentor program. Her other publications include more than two dozen articles about child development and family issues and scripts and design for 14 audiovisual instructional programs. She has three other books on topics in early education published by Delmar Learning: Developmentally Appropriate Practice: Curriculum and Development in Early Education, Fifth edition (2013); Essentials of Early Education (1997); and Authentic Childhood: Exploring Reggio Emilia in the Classroom (2002). Currently, she writes a regular column titled “Grandma Says” for Growing Child.

• Sara Kupzyk

  Sara Kupzyk, Ph.D., is a licensed psychologist and an Assistant Professor of Psychology at the Munroe-Meyer Institute for Genetics and Rehabilitation at the University of Nebraska Medical Center. She provides outpatient integrated behavioral health services in a pediatric primary care clinic for children with various concerns including anxiety, depression, oppositional behavior, autism spectrum disorder, and attention and anger control problems. She also directs the Academic Evaluation and Intervention Clinic that provides assessment and intervention development services to improve academic skills through parent tutoring. Dr. Kupzyk teaches graduate-level courses for the Applied Behavior Analysis and School Psychology Programs at the University of Nebraska Omaha. She previously taught courses in the areas of education and issues in parenting. She conducts research focused on issues of treatment integrity, academic problems, parent training, and early intervention for children with emotional and learning concerns. She has authored articles in the Journal of Applied Behavior Analysis, Journal of Behavioral Education, and Psychology in the Schools as well as book chapters in BEHAVIORAL HEALTH PROMOTION AND INTERVENTION FOR PEOPLE WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES, APA HANDBOOK OF APPLIED BEHAVIOR ANALYSIS, and THE PRACTICAL HANDBOOK OF SCHOOL PSYCHOLOGY: EFFECTIVE PRACTICES FOR THE 21ST CENTURY. She also presents at local and national conferences and reviews manuscripts for peer-reviewed journals.

• Lynn R Marotz

  Lynn R. Marotz, Ph.D., R.N., was a faculty member in the Department of Applied Behavioral Science at the University of Kansas for over 35 years, and she also served as associate director of the Child Development Center. She taught undergraduate and graduate courses in children's health, safety and nutrition; working with parents; history and philosophy of early childhood education; and leadership and administration. She worked closely with students in the early childhood teacher education program, as well as with the families of children enrolled in the Child Development Center. Dr. Marotz is the author of several early childhood textbooks, including HEALTH, SAFETY, AND NUTRITION FOR THE YOUNG CHILD; DEVELOPMENTAL PROFILES: PRE-BIRTH THROUGH ADOLESCENCE; and EARLY CHILDHOOD LEADERSHIP: MOTIVATION, INSPIRATION & EMPOWERMENT. In addition, she has written invited book chapters in national and international publications about children's health and nutrition, legal issues and environmental safety, and she has been interviewed about children's health and development, nutrition and parenting issues for national trade magazine articles. Dr. Marotz has also served as a consultant for children's museums and training film productions; presented extensively at international, national and state conferences; and held appointments on national, state and local committees and initiatives that advocate on behalf of children and their families.

• New chapter learning objectives are aligned with NAEYC and CEC standards, helping students connect course content to professional competencies and expectations.

• Realistic case scenarios open each chapter and include reflection and application questions that challenge students to think critically and apply what they’ve learned.

• Tips for Practice boxes, many available as digital downloads, offer practical, classroom-ready strategies students can use in their professional resource library.

• Cultural Considerations features promote inclusive practices and guide students in working respectfully with multilingual, multiethnic, multigenerational and gender-diverse families.

• What Does the Brain Research Tell Us? boxes highlight the practical implications of current brain development research for working with children and families.

• TeachSource videos and multicultural photos bring classroom realities to life and support discussion, reflection and deeper understanding around family-school partnerships and diverse family dynamics.

• Pause and Reflect prompts encourage students to examine their own beliefs, biases and experiences to foster cultural humility, understanding and self-awareness.

• Expanded coverage of mental health, educational mandates and inclusive practices ensures students are prepared to support families facing complex challenges.

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