Parents and families encourage and advocate for their child's learning and development as they transition to new learning environments within and between Early Head Start, Head Start, early childhood services, early elementary grades, and beyond.
To learn more, explore this overview of the PFCE Framework. You can also download the PDF: Head Start Parent, Family, and Community Engagement (PFCE) Framework.
- Transition to Kindergarten: Engaging Families
- Engaging Families in the Transition to Kindergarten
- Family and Community Partnerships for School Readiness
- The Foundations for School Readiness: Fostering Developmental Competence in the Earliest Years
- Understanding Family Engagement Outcomes: Research to Practice Series – Family Engagement in Transitions: Transition to Kindergarten
- Early Childhood Transitions: Supporting Children and Families
- Family Engagement and School Readiness: Building on Family Strengths to Promote Success
- Family Engagement, Language, and Literacy Webinar Series
- Parent-Child Relationships Infographic
- Harvard Family Research Project: Resource Guide for Early Childhood Transitions, Family Engagement and Transitions: Head Start
- LoCasale-Crouch, J., Mashburn, A. J., Downer, J. T., & Pianta, R. C. (2008). Pre-Kindergarten Teachers’ Use of Transition Practices and Children’s Adjustment to Kindergarten. Early Childhood Research Quarterly, 23, 124-139
- Schulting, A. B., Malone, P. S., & Dodge, K. A. (2005). The Effect of School-Based Kindergarten Transition Policies and Practices on Child Academic Outcomes. Developmental Psychology, 41(6), 860-871
- Wildenger, L. K. & McIntyre, L. L. (2011). Family Concerns and Involvement during Kindergarten Transition. Journal of Child and Family Studies, 20(4), 387-396
- Love, J. M., Kisker, E. E., Constantine, J., Boller, K., Chazan- Cohen, R., Brady-Smith, C., ... Vogel, C. (2005). The Effectiveness of Early Head Start for 3-Year-Old Children and Their Parents: Lessons for Policy and Programs. Developmental Psychology, 41(6), 885–901.
- Green, C. L., Walker, J. M. T., Hoover-Dempsey, K. V., Sandler, H. M. (2007). Parents' Motivations for Involvement in Children's Education: An Empirical Test of a Theoretical Model of Parental Involvement. Journal of Educational Psychology, 99(3), 532–544. doi: 10.1037/0022-0618.104.22.1682
- Hoover-Dempsey, K. V., Walker, J. M., Sandler, H. M. (2005). Parents' Motivations for Involvement in Their Children's Education. In E.N. Patrikakou, R.P. Weissberg, S. Redding, H.J. Walberg (Eds.), School-Family Partnerships for Children's Success. (pp. 40–56). New York, NY: Teachers College Press.
- Powell, D. R., Son, S. H., File, N., San Juan, R. R. (2010). Parent-School Relationships and Children's Academic and Social Outcomes in Public School Pre-Kindergarten. Journal of School Psychology, 48(4), 269–292.
- Rosenblatt, Z., Peled, D. (2002). School Ethical Climate and Parental Involvement. Journal of Educational Administration, 40(4), 349–367.
- Child screenings and assessments, 45 CFR § 1302.33 (a), (a)(1)–(2), (a)(3), (a)(3)(i)–(ii), (a)(4), (b), (b)(1)–(3)
- Family partnership services, 45 CFR § 1302.52 (b)
- Additional services for children, 45 CFR § 1302.61 (c), (c)(2), (c)(2)(i)–(ii)
- Transitions from Early Head Start, 45 CFR § 1302.70 (a), (b), (b)(1)–(2), (c)–(e)
- Transitions from Head Start to kindergarten, 45 CFR § 1302.71 (a), (b), (b)(1), (b)(2), (b)(2)(i)–(iv), (c), (c)(1), (c)(2), (c)(2)(i)–(iii), (c)(3), (d)–(e)
- Transitions between programs, 45 CFR § 1302.72 (a)–(c)
- Family partnership services for enrolled pregnant women, 45 CFR § 1302.82 (b)
- Training and professional development, 45 CFR § 1302.92 (b), (b)(5)
- Implementation of program performance standards, 45 CFR § 1302.103 (b)
Last Updated: January 30, 2020