One hallmark of social science is to discover how parts of a social system - such as families and other institutions - fit together; the accounts of such being marked as a promising direction for the acquisition of kwledge of social phemena including family-institution interaction. Family-Institution Interaction: New Refrains describes the results of decades of efforts in assessing cognitive and social behaviors associated with the long-term success of infants', toddlers', and preschoolers' learning and development. A collection of lessons learned about language and interaction from studies across family and public organizational settings is presented as a strategy for drawing these areas of study together, thereby providing a base for practitioners, researchers, family members, and policy makers to develop new ways to think about the interaction of upbringing functions across family and public institutions.
The Author: Cynthia Wallat is Professor in the Social Sciences and Education and the Educational Policy Programs at Florida State University. Her studies of discourse across institutional settings and on the relationship between language and learning in early childhood years have been published in Literacy through Family, Community, and School Interaction and Educational Policy Analysis Archives.