Early childhood practitioners can play a vital role
in the development of early self-determination in partnership
with families. Self-determination has been generally consid￾ered to be about personal agency or control that can also relate
to the quality of one’s life. Young children with disabilities
start to develop a range of critical skills such as engagement
and self-regulation that will be needed throughout their lives.
These are the early foundational skills that lead to later self￾determination. This paper describes a simple four-step process
and key features of foundations of self-determination in early
childhood, a collaborative process focusing on home–school
partnerships. The unique alliance between each dyad (i.e.,
family member and early childhood practitioner) support
child outcomes across naturally occurring routines at home
and school. Each family and practitioner dyad uses attainable
short-term goals embedded in home and school routines,
intentional adult cues, and environmental modifications to
promote foundational skills of self-determination in young
children with disabilities.

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• Fostering the Foundations of Self-Determination in Early Childhood: A Process for Enhancing Child Outcomes Across Home and School

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