Search results for: McFarland-Piazza Laura

The purpose of this article is to examine the possibility of teacher educators using the principles of the Strengths Approach when teaching preservice teachers to enrich the preservice teachers understanding and skills in parent–educator communication across a range of children’s early development, protection, attachment, and learning needs. The findings reveal that the preservice teacher responses used for this study indicate that before learning about and practicing the Strengths Approach, the participants initially struggled in their approach to working through complex issues with families and children. However, after participating in the Strength Approach module, the participants indicated changes in their perspectives and approaches to these complex issues, coming to the point of seeing families as partners, and communicating with children and families.