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Author:   Hanan Sukkar (Monash University, Australia) ,  Carl Dunst ,  Jane Kirkby (Monash University, Australia)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Dimensions:   Width: 15.60cm , Height: 2.00cm , Length: 23.40cm
Weight:   0.521kg
ISBN:  

9781138918511

ISBN 10:   1138918512
Pages:   278
Publication Date:   13 December 2016
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

I.Introduction 1.Family Systems and Family-Centred Practices in Early Childhood Intervention II.Foundations for Working with Young Children and their Families 2.Early Intervention for Young Children with Developmental Delays: Contributions of the Developmental Systems Approach 3.Family Systems Early Childhood Intervention…Carl J. Dunst 4.Desirable Outcomes Associated With Family-Centred Practices for Young Children with Disabilities III.Understanding Families and Family-Early Childhood Practitioner Relationships 5.Family Composition and Family Needs in Australia: What Makes a Family? 6.Reimagining Family Partnerships: Shifting Practice From a Focus on Disadvantage to a Focus on Engagement and Empowerment 7.Working with Families to Develop Parent-Professional Partnerships: Implications for Professional Preparation IV.Working with Families and Young Children in Australia 8.Working with Families in Early Childhood Intervention: Family-Centred Practices in an Individualised Funding Landscape 9.Development of Community-Based Services for Children with Disabilities and their Families 10.Working with Families in Schools V.Working with Families and Young Children in Other Countries 11.Family Systems and Family-Centred Intervention Practices in Portugal and Spain:Iberian Reflections on Early Childhood Intervention 12.Implementing Family-Centred Practices in Childhood Disability Services in Manitoba, Canada 13.Family Experiences of Early Childhood Intervention Services for Young Children with Speech and Language Needs in England VI.Conclusions and Future Directions 14.Contributions of Family Systems and Family-Centred Practices for Informing Improvements in Early Childhood Intervention

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Author Information

Hanan Sukkar is the Course Leader for the Bachelor of Early Childhood Education at Holmesglen Institute. Over the last 20 years, Hanan has had extensive experience working with families at risk and children with disabilities. Hanan has operated at director level assisting vulnerable families on welfare in USA and at management level overseeing new migrants in Australia. She has also worked with the Government of Victoria focusing on early intervention, and has held academic positions with Deakin University and Monash University. Hanan has most recently worked as a Senior Associate Research at Semann & Slattery. Hanan’s research draws on early childhood intervention and social evaluation. Carl J. Dunst is a Senior Research Scientist at the Orelena Hawks Puckett Institute, Asheville and Morganton, North Carolina, USA. He has been involved in research and practice with young children and their families for more than 40 years. This work has included the use of family and social systems frameworks for investigating the direct and indirect effects of informal and formal supports on child, parent, and family functioning, and the use of family-centered practices for improving the outcomes associated with early childhood intervention. This research and practice has resulted in a number of frameworks and models for conceptualizing early childhood intervention practices. Jane Kirkby is an academic at Monash University, Melbourne where she lectures in English literacies and curriculum, assessment and pedagogy units in teacher education courses. She is an experienced teacher and school leader, having worked across the early childhood, primary and secondary school levels for 30 years. Jane has implemented major school change initiatives, which involved building relationships and capacity with teachers, administration, parents and community stakeholders. Her research focusses on teachers' professional learning, knowledge exchange and mentoring relationships and with current projects being conducted on boundary crossing in the Early Childhood sector.

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