Editorial: Inclusion in early childhood, teacher-family partnerships, family empowerment and quality of life
This Research Topic of Frontiers in Psychology Educational Psychology, dedicated to inclusive early childhood education, identifies key research factors focused on the teacher-family partnership, primary caregiver empowerment, and family quality of life. Understanding the support needs of families w...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universidad Católica de Valencia San Vicente Mártir |
| Repositorio: | RIUCV. Repositorio de la Universidad Católica de Valencia San Vicente Mártir |
| Idioma: | inglés |
| OAI Identifier: | oai:riucv.ucv.es:20.500.12466/4367 |
| Acceso en línea: | http://hdl.handle.net/20.500.12466/4367 |
| Access Level: | acceso abierto |
| Palabra clave: | Inclusion Early Childhood Intervention Family Children Professionals 6102 Psicología del Niño y del Adolescente |
| Sumario: | This Research Topic of Frontiers in Psychology Educational Psychology, dedicated to inclusive early childhood education, identifies key research factors focused on the teacher-family partnership, primary caregiver empowerment, and family quality of life. Understanding the support needs of families who have a child with a disability, or who are at potential risk for developmental impairments, is a critical goal for implementing evidence-based inclusive practices that significantly impact perceived family quality of life. In this regard, health, education and social service providers must give a prominent role to the family as the primary support system for child development. |
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