Comparative description of methods for measuring children's intellectual abilities

Abstract

The engagement of children and their families in the educational system occurs through the development of positive relationships within the home (i.e., parent-child relationships) and across multiple interacting ecological systems within the home and other supportive environments (i.e., parent-professional relationships). Early education and intervention programs can develop children’s readiness skills, including social-emotional competencies, through the contexts of relationships that permeate the home and school systems. These include teacher-child relationships, parent-child relationships, and parent-professional relationships. The next two relationships are the foundation for parents’ active involvement as significant contributors and partners in their child’s learning and development. Given our interest in child and family readiness for school, it is these parent-centered relationships that form the basis of the research described here.