Date of Graduation

8-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Curriculum and Instruction (PhD)

Degree Level

Graduate

Department

Curriculum and Instruction

Advisor/Mentor

Kucharczyk, Suzanne

Committee Member

Blair, Alissa

Second Committee Member

Raley, Sheida

Keywords

Early childhood; Early intervention; Family; Self-determination; Transition

Abstract

Abstract A person’s ability to be self-determined begins to develop through the earliest interactions in life within the context of the family and caregiving environments. This qualitative phenomenological study of the experiences of eight parents representing seven families of young children explored how families promote their children’s early development of the skills, abilities, and attitudes of self-determination. The critical importance of the family context for the promotion of self-determination in young children is seen in the four themes that emerged from the experiences shared by these families. (1) The family context is transformed by a child with a disability, changing how families promote their young children with disabilities to be self-determined. (2 & 3) External and internal factors influence how families interact and engage their young children as they promote foundational components of self-determination. (4) Families do not fully understand self-determination as an important construct, but they do understand and promote many of the individual components of self-determination as they seek to care for their children, manage for their daily needs, and promote family stability. This study points to the need to expand theoretical frameworks that explain how young children develop self-determination within the context of the family. Further research is recommended to understand the family experience that impacts the context of the family and the promotion of the components of self-determination in very young children. Further research is needed with a more diverse demographic. Improve how families are supported to promote their children to be self-determined across the child’s developing years, families, early intervention specialists, and early childhood practitioners need knowledge of self-determination. Best practices that support of the development of the skills, abilities, and attitudes of this construct with diverse populations across the lifespan, within the family context, beginning in early intervention and early childhood education are needed for the promotion of individuals to live self-determined lives.

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