Instructor Manual: Getswicki, Home, School and Community Relations, 10e, ©2027, 9798214132396; Chapter 01: Introduction to Family-
School-Community Partnerships
Instructor Manual
Getswicki, Home, School and Community Relations, 10e, ©2027,
9798214132396; Chapter 01: Introduction to Family-School-Community Partnerships
TABLE OF CONTENTS
Purpose and Perspective of the Chapter......................................................................2
Chapter Objectives........................................................................................................2
Key Terms.....................................................................................................................2
What’s New in This Chapter........................................................................................3
Chapter Outline.............................................................................................................3
Additional Discussion Questions..................................................................................5
Additional Resources....................................................................................................6
Online Resources....................................................................................................................................... 6
Chapter Videos...........................................................................................................................................6
a
© 2027 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 1
accessible website, in whole or in part.
, Instructor Manual: Getswicki, Home, School and Community Relations, 10e, ©2027, 9798214132396; Chapter 01: Introduction to Family-
School-Community Partnerships
PURPOSE AND PERSPECTIVE OF THE CHAPTER
The purpose of this chapter is to explain that family engagement is a long-term, collaborative partnership
with proven benefits for children, parents, teachers, and communities. On the other hand, family
involvement typically refers to short-term, teacher-directed tasks. It introduces several foundational
theories like Family Systems Theory, Ecological Systems Theory, Social Capital Theory, the Dual
Capacity-Building Framework, Funds of Knowledge, and Family–School Partnerships which support the
importance of strong family engagement.
The chapter also highlights the complexity of families, the diverse stressors they face, and the ways
individuals respond based on their experiences and support systems. Finally, it distinguishes between
cultural competence and cultural humility, emphasizing that effective educators continually learn from
families and build respectful, cross-cultural relationships.
CHAPTER OBJECTIVES
The following objectives are addressed in this chapter:
1-1 Explain how family involvement and family engagement differ.
1-2 Name and describe three theories that support the family engagement concept.
1-3 Explain why individuals may respond differently to the same stressful situations.
1-4 Describe the concept of cultural humility and how it differs from cultural competence.
[return to top]
KEY TERMS
Cultural competence: A person’s collective knowledge about a culture’s norms, beliefs, customs,
and people.
Cultural humility: A lifelong process of learning about the complexities of another person’s culture.
Culture: The beliefs, values, institutions, language, customs, and celebrations that are shared by
members of a specific group.
Family engagement: Shared parent-teacher responsibility and commitment to supporting children’s
learning and development.
Family Involvement: Parents’ participation in teacher-directed activities.
[return to top]
a
© 2027 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 2
accessible website, in whole or in part.
, Instructor Manual: Getswicki, Home, School and Community Relations, 10e, ©2027, 9798214132396; Chapter 01: Introduction to Family-
School-Community Partnerships
WHAT’S NEW IN THIS CHAPTER
The following elements are improvements in this chapter from the previous edition:
An Introduction to Family-School-Community Partnerships is a new chapter that introduces
students to the concept of family engagement and partnerships. Supporting family systems
theories and models provide a foundation for the remaining chapters in the book. Readers are also
introduced to the concept of cultural humility and the teacher’s role in family-school-community
partnerships.
New learning objectives are linked to NAEYC and CEC professional preparation standards.
A new scenario provided at the beginning of the chapter helps students relate chapter content to
real-life experiences.
All new references.
[return to top]
CHAPTER OUTLINE
The following outline organizes activities (including any existing discussion questions in PowerPoints or
other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the
content relates to the topics covered in the text.
I. An Introduction to Family–School Community Partnerships (LO 1-1)
a. Family Engagement Partnerships Versus Family Involvement
Family involvement is mostly limited to teacher-initiated, task-based participation such
as volunteering or attending school events. In contrast, family engagement is a deeper,
ongoing partnership in which parents and teachers collaborate as equal partners, share
responsibility for children’s learning, communicate openly, and work together both at
school and at home to support student development.
b. The Importance of Family Engagement Partnerships
Family engagement partnerships improve children’s academic, motivational, and mental
health outcomes more than basic involvement. Parents become better informed and more
confident, while teachers gain stronger family understanding and feel more supported,
reducing burnout.
II. Supporting Theories and Models (LO 1-2)
a. Family Systems Theory
Family Systems Theory states that family members are emotionally interconnected, so a
change in one affects all. Families pass behavioral patterns across generations, while
individuals still retain their identity. The theory emphasizes partnering with families to
support children’s development and learning.
b. Ecological Systems Theory
It explains that a child’s development is shaped by multiple interacting environments
from close family settings to broader cultural and historical influences. It highlights the
a
© 2027 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 3
accessible website, in whole or in part.
, Instructor Manual: Getswicki, Home, School and Community Relations, 10e, ©2027, 9798214132396; Chapter 01: Introduction to Family-
School-Community Partnerships
need to understand children in context and build strong family-school-community
partnerships.
c. Social Capital Theory
The theory highlights how people gain collective benefits by working together and
sharing resources like skills and knowledge. Bourdieu emphasizes that strong social
networks help individuals achieve more, underscoring the importance of engaging
families and valuing what they contribute to children’s education.
d. Dual Capacity-Building Framework
It emphasizes that both families and schools must build skills and relationships to support
children’s learning. Mapp identifies key elements such as trust, cultural responsiveness,
collaboration, and valuing family strengths. The framework offers practical steps for
schools to develop effective, respectful partnerships with families.
e. Funds of Knowledge Theory
The theory states that families hold valuable cultural and social knowledge that can
enrich children’s learning. By forming respectful partnerships, teachers can draw on these
family strengths to create relevant, engaging learning experiences. The theory emphasizes
recognizing what families contribute rather than focusing on deficits.
f. Family–School Partnership Model
This Model outlines six key forms of family involvement, from parenting and
communication to learning at home and community collaboration. Epstein emphasizes
trust, practical activities, and guidance to help teachers build effective, meaningful
partnerships with families.
g. Head Start
Head Start models strong family–teacher–community partnerships built on trust and
collaboration, offering services that support children’s learning and families’ well-being.
Its evidence-based practices improve outcomes for both children and parents and guide
other programs in adopting similar approaches.
III. Family Stress (LO 1-3)
Family stress arises from work, financial pressures, daily demands, and social factors, affecting
parents differently based on their coping skills and support. Teachers should respond with
empathy, avoid assumptions, and connect families to resources when needed.
IV. Cultural Humility and Teachers (LO 1-4)
Cultural humility emphasizes continuous self-reflection, openness, and respectful learning about
others’ cultures rather than assuming competence. For teachers, it means avoiding stereotypes,
building trusting relationships with families, and creating equitable, culturally responsive
learning environments. The goal is to reduce bias and foster understanding among children and
families.
[return to top]
ADDITIONAL DISCUSSION QUESTIONS
The following are discussion questions that do not appear in the text, PPTs, or courseware (if courseware
exists) – they are for you to use as you wish. You can assign these questions several ways: in a discussion
forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.
a
© 2027 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 4
accessible website, in whole or in part.
School-Community Partnerships
Instructor Manual
Getswicki, Home, School and Community Relations, 10e, ©2027,
9798214132396; Chapter 01: Introduction to Family-School-Community Partnerships
TABLE OF CONTENTS
Purpose and Perspective of the Chapter......................................................................2
Chapter Objectives........................................................................................................2
Key Terms.....................................................................................................................2
What’s New in This Chapter........................................................................................3
Chapter Outline.............................................................................................................3
Additional Discussion Questions..................................................................................5
Additional Resources....................................................................................................6
Online Resources....................................................................................................................................... 6
Chapter Videos...........................................................................................................................................6
a
© 2027 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 1
accessible website, in whole or in part.
, Instructor Manual: Getswicki, Home, School and Community Relations, 10e, ©2027, 9798214132396; Chapter 01: Introduction to Family-
School-Community Partnerships
PURPOSE AND PERSPECTIVE OF THE CHAPTER
The purpose of this chapter is to explain that family engagement is a long-term, collaborative partnership
with proven benefits for children, parents, teachers, and communities. On the other hand, family
involvement typically refers to short-term, teacher-directed tasks. It introduces several foundational
theories like Family Systems Theory, Ecological Systems Theory, Social Capital Theory, the Dual
Capacity-Building Framework, Funds of Knowledge, and Family–School Partnerships which support the
importance of strong family engagement.
The chapter also highlights the complexity of families, the diverse stressors they face, and the ways
individuals respond based on their experiences and support systems. Finally, it distinguishes between
cultural competence and cultural humility, emphasizing that effective educators continually learn from
families and build respectful, cross-cultural relationships.
CHAPTER OBJECTIVES
The following objectives are addressed in this chapter:
1-1 Explain how family involvement and family engagement differ.
1-2 Name and describe three theories that support the family engagement concept.
1-3 Explain why individuals may respond differently to the same stressful situations.
1-4 Describe the concept of cultural humility and how it differs from cultural competence.
[return to top]
KEY TERMS
Cultural competence: A person’s collective knowledge about a culture’s norms, beliefs, customs,
and people.
Cultural humility: A lifelong process of learning about the complexities of another person’s culture.
Culture: The beliefs, values, institutions, language, customs, and celebrations that are shared by
members of a specific group.
Family engagement: Shared parent-teacher responsibility and commitment to supporting children’s
learning and development.
Family Involvement: Parents’ participation in teacher-directed activities.
[return to top]
a
© 2027 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 2
accessible website, in whole or in part.
, Instructor Manual: Getswicki, Home, School and Community Relations, 10e, ©2027, 9798214132396; Chapter 01: Introduction to Family-
School-Community Partnerships
WHAT’S NEW IN THIS CHAPTER
The following elements are improvements in this chapter from the previous edition:
An Introduction to Family-School-Community Partnerships is a new chapter that introduces
students to the concept of family engagement and partnerships. Supporting family systems
theories and models provide a foundation for the remaining chapters in the book. Readers are also
introduced to the concept of cultural humility and the teacher’s role in family-school-community
partnerships.
New learning objectives are linked to NAEYC and CEC professional preparation standards.
A new scenario provided at the beginning of the chapter helps students relate chapter content to
real-life experiences.
All new references.
[return to top]
CHAPTER OUTLINE
The following outline organizes activities (including any existing discussion questions in PowerPoints or
other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the
content relates to the topics covered in the text.
I. An Introduction to Family–School Community Partnerships (LO 1-1)
a. Family Engagement Partnerships Versus Family Involvement
Family involvement is mostly limited to teacher-initiated, task-based participation such
as volunteering or attending school events. In contrast, family engagement is a deeper,
ongoing partnership in which parents and teachers collaborate as equal partners, share
responsibility for children’s learning, communicate openly, and work together both at
school and at home to support student development.
b. The Importance of Family Engagement Partnerships
Family engagement partnerships improve children’s academic, motivational, and mental
health outcomes more than basic involvement. Parents become better informed and more
confident, while teachers gain stronger family understanding and feel more supported,
reducing burnout.
II. Supporting Theories and Models (LO 1-2)
a. Family Systems Theory
Family Systems Theory states that family members are emotionally interconnected, so a
change in one affects all. Families pass behavioral patterns across generations, while
individuals still retain their identity. The theory emphasizes partnering with families to
support children’s development and learning.
b. Ecological Systems Theory
It explains that a child’s development is shaped by multiple interacting environments
from close family settings to broader cultural and historical influences. It highlights the
a
© 2027 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 3
accessible website, in whole or in part.
, Instructor Manual: Getswicki, Home, School and Community Relations, 10e, ©2027, 9798214132396; Chapter 01: Introduction to Family-
School-Community Partnerships
need to understand children in context and build strong family-school-community
partnerships.
c. Social Capital Theory
The theory highlights how people gain collective benefits by working together and
sharing resources like skills and knowledge. Bourdieu emphasizes that strong social
networks help individuals achieve more, underscoring the importance of engaging
families and valuing what they contribute to children’s education.
d. Dual Capacity-Building Framework
It emphasizes that both families and schools must build skills and relationships to support
children’s learning. Mapp identifies key elements such as trust, cultural responsiveness,
collaboration, and valuing family strengths. The framework offers practical steps for
schools to develop effective, respectful partnerships with families.
e. Funds of Knowledge Theory
The theory states that families hold valuable cultural and social knowledge that can
enrich children’s learning. By forming respectful partnerships, teachers can draw on these
family strengths to create relevant, engaging learning experiences. The theory emphasizes
recognizing what families contribute rather than focusing on deficits.
f. Family–School Partnership Model
This Model outlines six key forms of family involvement, from parenting and
communication to learning at home and community collaboration. Epstein emphasizes
trust, practical activities, and guidance to help teachers build effective, meaningful
partnerships with families.
g. Head Start
Head Start models strong family–teacher–community partnerships built on trust and
collaboration, offering services that support children’s learning and families’ well-being.
Its evidence-based practices improve outcomes for both children and parents and guide
other programs in adopting similar approaches.
III. Family Stress (LO 1-3)
Family stress arises from work, financial pressures, daily demands, and social factors, affecting
parents differently based on their coping skills and support. Teachers should respond with
empathy, avoid assumptions, and connect families to resources when needed.
IV. Cultural Humility and Teachers (LO 1-4)
Cultural humility emphasizes continuous self-reflection, openness, and respectful learning about
others’ cultures rather than assuming competence. For teachers, it means avoiding stereotypes,
building trusting relationships with families, and creating equitable, culturally responsive
learning environments. The goal is to reduce bias and foster understanding among children and
families.
[return to top]
ADDITIONAL DISCUSSION QUESTIONS
The following are discussion questions that do not appear in the text, PPTs, or courseware (if courseware
exists) – they are for you to use as you wish. You can assign these questions several ways: in a discussion
forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.
a
© 2027 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 4
accessible website, in whole or in part.
