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“Getting Ready: Promoting School Readiness through a Relationship-Based Partnership Model” was published by Sheridan et al in 2008. “In the ‘Getting Ready’ model, collaborative partnerships between parents and professionals are encouraged to promote parent’s competence and confidence in maximizing children’s natural learning opportunities and preparing both parents and children for long-term school success.”* A more recent article by Marvin et al (2019), “Getting Ready: Strategies for Promoting Parent-Professional Relationships and Parent-Child Interactions,” expands on the original text and describes a set of “evidence-based ‘Getting Ready’ practices . . . which highlight daily opportunities” in which the practices can be implemented. Waters & Catlett (2020) review the newer article and include suggestions for professionals who work with young children and their families as well as instructors and faculty in pre-service programs. The ideas highlighted by Waters & Catlett are sound as they are based in the Division for Early Childhood of the Council for Exceptional children’s recommended practices. It’s a quick read and provides citations if you are interested in taking a deeper dive on this topic by reading the articles being reviewed.

Let us know in the comments what you thought of this review.

*Sheridan, Susan & Christine, Marvin & Knoche, Lisa & Edwards, Carolyn. (2008). Getting Ready: Promoting School Readiness through a Relationship-Based Partnership Model. Early Childhood Intervention Services. 2.

The ICC-Recommended Early Start Personnel Manual (ESPM) describes core knowledge and role-specific competencies needed for early intervention service provision, incorporating current research and evidence in the field of early intervention. To access the ESPM, click here.

This resource is related to the following ESPM knowledge-level competencies:

Core Knowledge:

  • CK5: The importance of play as context, method and outcome of learning.

Individualized Family Service Plan-Development and Review:

  • IFSP-DR5: Understands the rationale for the identification and selection of intervention strategies used in everyday routines, relationships, activities, places and partnerships for early intervention activities (or justification of the extent to which some outcomes cannot be achieved in a natural environment).

Individualized Family Service Plan-Implementation:

  • IFSP-i8: Understands the parallel process and how coaching as an intervention strategy promotes parent confidence and competence in meeting the child’s needs.
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