Involving Families in the Assessment Process

Julie H. Rutland, Anna Hall


Although grounded in theory and philosophy, andmandated by federal legislation, there is often a gap in research to practicewhen it comes to involving families in the assessment process. As family involvementthrough the continuum of early childhood education is recognized as “best practice”in the field, the assessment process must not be excluded. However, teachers inearly childhood programs may need additional strategies to invite families tojoin in the process. Strategies for parent participation as consumers,informants, team members, and advocates are discussed as well as outcomes forchildren and families.


early childhood, family involvement, assessment

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This journal is a publication of the NHSA and the CEME at UNC Charlotte.