Challenges of Preparing to Work in Collaborative Early Childhood Settings

Abstract

Increasingly, the role that schools play in the lives of young children and their families is being broadened, particularly in early childhood settings where programs for children "at risk" or early intervention is indicated (Edwards & Young, 1992; Epstein, 1995). This has led to a related shift in what is expected and required of personnel—teachers and other professionals—who work in school-based and full service early childhood programs. What prompted these changes? Many events coalesced to broaden the role of schools. One of the most pressing factors is the change in family demographics in this country, and the pervasive impact of poverty on families. Increasingly, our families demonstrate divergent needs, cultures, languages and values (Children's Defense Fund, 1997). Multiple calls for change in our educational practices have also characterized the 1990s. Although holistic family service approaches such as those provided by Head Start are not new to the field of early education, the idea of meeting multiple and divergent family needs at the school site is relatively new to many public school settings. According to Goodlad (1990), schools as they have existed cannot now meet the many challenges provided by contemporary families.