Development of a Measure of Family and Provider/Teacher Relationship Quality (FPTRQ), 2010-2015 


The goal of the FPTRQ project is to develop new measures to assess the quality of the relationship between families and providers/teachers of early care and education for children birth to 5 years of age. The measures will examine this relationship from both the parent and the provider/teacher perspectives, and capture important elements of family-provider/teacher relationships such as attitudes of respect, commitment, and openness to change and practices such as bi-directional communication, sensitivity, and flexibility. The project aims to develop measures that are appropriate for use across different types of early care and education settings, including Head Start and Early Head Start programs, center-based child care, pre-k classrooms, and home-based child care. In addition, a high priority of the project is to make the new measures culturally appropriate for diverse populations, including lower-income and higher-income families, ethnically/racially diverse providers and families, and non-English speaking families and providers.

Tasks for the FPTRQ project include (1) reviewing literature on family and provider/teacher relationships; (2) developing a conceptual model of the key components of family-provider/teacher relationships that promote family engagement and lead to better family, child and provider outcomes; (3) reviewing existing measures; (4) consulting with experts in relevant fields on possible content and format of the measures; (5) holding focus groups with parents and providers/teachers, developing items, and piloting the measure; (6) development of final measures for extensive data collection in a variety of care settings; (7) psychometric and cognitive testing to ensure the soundness of the measures; (8) the development of a sustainability plan regarding training on the measures and production of future editions of the measures as needed; and (9) developing, conducting cognitive testing, and pilot testing measures to assess the relationship quality between Family Service Staff and parents in Head Start/Early Head Start.

Source:  Office of Planning, Research & Evaluation, Administration for Children and Families

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Roadmap to Effective Intervention Practices

The Roadmap to Effective Intervention Practices series addresses a variety of issues that are important to the field. More syntheses will be added to this site as they become available. Copying and distribution of these documents is encouraged.

Screening for Social Emotional Concerns: Considerations in the Selection of Instruments
The purpose of this document is to provide a brief overview of the use of screening and to help administrators and teachers choose appropriate instruments for implementing a screening program (January, 2009). Trouble downloading? Read this document online

Evidence-Based Social-Emotional Curricula and Intervention Packages for Children 0-5 Years and Their Families
The second publication in the TACSEI Roadmap series provides practical guidance to early childhood special education and early intervention personnel, early educators, families, and other professionals seeking interventions to promote healthy social emotional development in young children with and without disabilities. The information in this publication can also help individuals to intervene early with young children who may already be displaying problematic social emotional behaviors (June, 2009). Trouble downloading? Read this document online

Promoting Social Behavior of Young Children in Group Settings: A Summary of Research
This brief synthesis provides a summary of intervention practices that are supported by empirical evidence for promoting adaptive social-emotional behavior of young children in group contexts (e.g., pre-K classrooms; child care settings). The focus of the synthesis is on toddlers and preschool children who are identified as having disabilities or who are at risk for disabilities, and who have identified problems with social-emotional behaviors (August, 2009). Trouble downloading? Read this document online

Technical Assistance to Promote Service and System Change
The purpose of this TACSEI Roadmap document is to assist a range of stakeholders (e.g., early childhood service providers, parents, technical assistance providers) understand the types of TA that are most beneficial for achieving particular practice and systems outcomes. The paper explores and highlights TA strategies to initiate, implement, and sustain effective practice and systems change. The content of this Roadmap is based on a broad literature related to practice, service, and systems change, data and information related to TA across a number of domains (e.g., special education, general education, community prevention, aid for developing countries), and data and best practices related to implementation and scaling up of evidence-based practices (November, 2009). Trouble downloading? Read this document online

Family-Focused Interventions for Promoting Social-Emotional Development in Infants and Toddlers with or at Risk for Disabilities
This TACSEI Roadmap considers family-focused services and practices for promoting social-emotional development of children served in Part C. Its specific focus is on interventions that influence parenting practices for infants and toddlers with or at risk for disabilities (September, 2010). Trouble downloading? Read this document online

Road Map to Statewide Implementation of the Pyramid Model
This document is a guide for implementing widespread use of the Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children. It is a road map of systems change. The Road Map is written for statewide systems change, although it could be used for regions within a state or even for a large metropolitan area, as long as the administrative authority enables the necessary policy statements and resource allocations. (March, 2014).

Data Decision-Making and Program-Wide Implementation of the Pyramid Model
The TACSEI Roadmap on Data Decision-Making and Program-Wide Implementation of the Pyramid Model provides programs with guidance on how to collect and use data to ensure the implementation of the Pyramid Model with fidelity and decision-making that improves the provision of implementation supports, delivery of effective intervention, and the promotion of meaningful child outcomes. The roadmap was developed through the contributions and knowledge of multiple faculty members working with the Center on Social and Emotional Foundations for Early Learning (CSEFEL) and the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI). Their efforts to develop meaningful measures and data decision-making tools were conducted in partnership with the numerous demonstration sites, programs, coaches, and state leadership teams within CSEFEL and TACSEI states. This document reflects over a decade of collective effort to identify or develop data decision-making tools that were useful, efficient, and reliable. (March, 2014).

Source: Technical Assistance Center on Social Emotional Intervention for Young Children

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The new National Resource Center for Health and Safety in Child Care and Early Education (NRC) Website has Launched!

The National Resource Center for Health and Safety in Child Care and Early Education
is pleased to announce the launch of the New NRC Website!

The New NRC Website encompasses many exciting features:

  • New look
  • Easy to use navigation
  • Robust search capabilities
  • Updated  content
  • User defined content
  • Mobile device accessibility

Although the New NRC Website has been redesigned, the address is the same.