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The Harvard Family Research Project separated from the Harvard Graduate School of Education to become the Global Family Research Project as of January 1, 2017. It is no longer affiliated with Harvard University.
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Suzanne Bouffard and Heather Weiss reframe family involvement as part of a broader complementary learning approach to promoting children’s success in education and in life.
Marilou Hyson and Heather Biggar, from the National Association for the Education of Young Children, offer ideas for how stakeholders in early childhood can share research results.
Robert Pianta of the University of Virginia's the Curry School of Education discusses helping young children to better transition from preschool to kindergarten and into the early years of grade school.
Family-centered practices by professionals serving families and their young children with disabilities have become a cornerstone of personnel preparation programs in early childhood intervention (ECI) and early childhood education. Our research project sought to develop a measure to examine the family-centered beliefs, skills, work systems, and work practices of ECI and ECE graduate students.
Free. Available online only.
Erin Harris from Harvard Family Research Project with Suzanne Muchin, CEO of Civitas, illustrate the design concept “information architecture” for displaying complex information clearly and simply.
Elena Lopez explores the benefits of creating strong partnerships between early childhood programs and families.
Rebecca Ryan, Christy Brady-Smith, and Jeanne Brooks-Gunn describe the use of videotapes in the national evaluation of Early Head Start.
Former Head Start parent, Nikia Parker, started out as a “hard-to-reach” parent but developed a strong, positive relationship with her family’s Early Head Start home visitor, which enabled her to not only effectively support her own children, but also take on advocacy and leadership roles within the larger Head Start community.
This study provides a deeper understanding of how cultural practices combine with other factors to shape parenting behaviors among families in the United States in the first year of children's lives. Several findings provide information about ways in which practitioners and Latino families can more effectively engage with young Latino children to influence their cognitive, social, language, and literacy development—and therefore facilitate their school readiness.
Free. Available online only.
Using role-play with school staff, poor single mothers reveal school prejudices toward parents and catalyze changes in the conduct of parent meetings.
Free. Available online only.