(A) Introduction
What is partnership with families?
Partnership with families is a combination of relationships and activities that involves educators, parents and other family member of a student at a centre. Successful partnerships are based on mutual trust and respect, and shared responsibility for the education of the children.
Why is partnership with families important?
Families are the first educators of their children and they continue to influence their children’s learning and development during the early years and long afterwards. Schools have important responsibility in helping to nurture and teach future generations. Additionally, families trust schools to provide educational foundations for their children’s future. At the same time, centres need to recognize the primary role of the family in education. This is why it is important for families and schools to work together in partnership.
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Parents will be familiar with their child’s strengths, personality, moods and behaviours very well. Educators can also get to know a child well through their daily experiences and is able to share their understanding of how the children develop. When families and educators work together, they are able to exchange information and set on focusing on meeting the child’s needs and supporting their development.
Children who see their parents or caregivers communicating well and being friendly with educators will study on how to relate well to others. Children then build trust and feel safe with educators who are respected and supported by their family; one whom respect and support their family in return. They will also feel comfortable at their early years of developmental stage and enjoy positive experiences. Children will feel valued and important when families and educators support and respect each other equally and take an interest in their lives.
Benefits for
Parents and families are children’s first educator as they play an important role into young children’s education and development. The term “partnership with parents” has been outlined as a “working relationship that is characterised by shared interest of purpose, mutual respect and the willingness to negotiate” (Pugh & De’ath, 1989, p. 34). This includes parents and educators coming together; sharing the process of decision making; outlining individual information and skills; sharing of feelings and recognition of individuality of families (O’Hogan & Curtis, 2003). However, OECD (2001) emphasized that partnership is not about being involved but instead it’s more about the educator sharing the responsibility for young children with their parents and taking the opportunity of learning from all the unique knowledge that different countries bring on board. According to Pugh & Duffy (2010) partnership can be identified by having parents involved in the planning of next steps for their child’s learning or being involved in the recruitment of staffs. As Lindon (1997) stated that partnership with parents is the fundamental part of enriching good practice in the early years. In relation to Aistear (NCCA, 2009) the responsibilities from parents and educators value each other’s opinions in order to benefit children. Síolta (CEDE, 2006) highlight partnership with parents takes a child’s best interest into account by being opened, honest and respectful.
The relationships between children and adults in a learning environment, and among the children themselves, are the basis for building a safe, strong and caring community in which everyone is accepted, respected and comfortable. The warmth and support children receive influence the development of greater social competence, fewer behavior problems and enhanced thinking and reasoning skills at school age (Bruce, Cairone & the Devereux Center for Resilient Children, 2012). Supportive interactions occur when teachers listen attentively and displaying unwavering, genuine care and compassion to children. Young children are full of laughter, stories, anecdotes and simple tales of their lives and they love sharing their life experiences with teachers. Teachers should be aware that young children’s voice should be valued and heard. Garvis and Pendergast (2014) suggested that while young children’s voice is being heard and teachers acknowledge their feelings, reciprocal and responsible relationships are more likely to be built. The art of listening is even more important during times when difficulties are present in a child’s life. Strong relationships with young children provide insight so that teachers are able to provide prompt help when children are facing risk factors in
Professional development for educators is an important step in learning new ways to educate, implement new practices and administering the best possible outcomes for children 's wellbeing. Depending on the child’s circumstances it is also important to search for other means of opinion. In this case accommodating the child’s family and the community in which he or she lives in and advancing towards promoting worthwhile relationships. Relationship building encourages parents in working collaboratively with professionals to create environments of support and enthusiasm around the best interests of the child.
Throughout history, the family has been the primary source for learning. Before the advent of schools, children were taught at home by their parents, older siblings, grandparents, and/or other relatives. With the introduction of formal schooling, the teaching of values, cultural practices, and skills such as cooking, sewing, farming, and trapping continued to originate in the home. Today, in spite of the vast public and private educational systems, some parents are choosing to teach their children at home, confident in their belief that teaching in the context of family is the best way to ensure the learning the desire.
Effective partnerships between families and school emerge from a mutual trust, respect and understanding of each other’s values and goals. By maintaining such partnerships, we create a healthy environment for children to develop. All families have something unique to offer and educators need to recognize this and make the most of it by incorporating all families into the school community.
Sometimes a student is successful in one area and having difficulty in another or a student has trouble using their words to communicate and becomes aggressive. At this center, the teachers have the tools to assess each child and the parents are interested in knowing the strengths and supports their child needs. The article Understanding Families, states that there should be “opportunities for families to discuss their beliefs about their children, what they want for their children, and how they support their children’s development” (Christian, 7). As conferences occur every 6 months, parents also communicate with the school and teachers via email and during drop off and pick up times. Another great example of parent communication is in the article Building Bridges from School to Home. The teacher builds relationships with parents by getting them to understand the areas that their child struggles and continues to strive in. Making sure they know that their child will master these skills when they are ready (Lawrence-Lightfoot, 2). At Staples Child Care Center, all teacher will assessments and observations about the child and a few suggestions that the child will benefit
It discusses how children are born with that needs to connect with individuals around them. Teachers and providers create positive relationship with children from birth through the early years. The foundation for that healthy social and emotional development because it affects her children see the world, express themselves, manages their emotions, in establishing a positive relationship with others. There were several areas of development that included social interactions that focus on the relationship that we share and include relationship with adults and peers. Emotional awareness recognized and understands your feelings and actions of other people, and self-regulation where you have that ability to express your thoughts, feelings, and behavior in a socially appropriate way. There were many tips that were listed when working with infants from talking and reading, having that warm, responsive, and consistent care, maintaining predictable routines, and getting to know each child while following their lead. The importance of supporting children and developing social skills is critical for learning, happiness, and long-term. This development begins during infancy and can be supported through simple social games, emotional role model, and imitating an infant's facial expression and sounds. The importance of social-emotional development and toddlers makes an impact in a child life when these skills are developed starting in infancy. Encouraging positive behaviors and using positive discipline practices that helped to develop the ability to make good choices as well as recognizing the confidence that is built when these behaviors are repeated. This is a process for young children to learn these behaviors always remembering that a patient response will help especially when the behaviors are
Teachers have a significant role with the children; they are their leader in learning and development. Teachers have to plan effectively so the students will be able to learn and grow from the different activity’s this it why it is important that teacher take the responsibility and know the goals of the programs and their curriculum so they can plan accordingly. Establishing reciprocal relations with the parents of a child are important. Teacher should seek to know more about the families and their culture. With this information’s teachers are able to enhance the curriculum. Communication is the key when it comes to relationships with
There are many types of family that exists in today’s society, each important to the upbringing of any children of which may be apart of it.
Children’s development in all aspects are influenced by genetic composition (Nature) and the environment in which they grow (Nurture). They are influenced by all adults in which they come into significant contact. Smiling at someone unfamiliar or speaking to a stranger is less likely to have a lasting impact on the child or their development. However, parents and immediate family have the most impact on a child’s development. A family is defined as at least one adult and one child who live together and in which the adult is control of the child’s life and behavior as well as demonstrates responsible care for the child (McDevitt & Ormand, 2013). Parents are the primary educators and caregivers,
A great deal of consideration needs to go into preparing a child for the change that occurs when going from a home/child care atmosphere into a school environment. The Teacher needs to consider the child in its entirety throughout the changeover to scholarly activities. This must include the child’s physical readiness, socio-emotional, and cognitive abilities for learning. It is equally essential to discover ways in which to involve the children's first and most important teachers, their families. The families have the most information about their child's strengths, weaknesses as well as the challenges the child faces. Being able to communicate with the families is vital to teachers in collecting in depth information about their students in order to be better equipped to meet the needs of the children.
Telling your child's hobbies, pets, as well as learning difficulties and strengths will provide for a more intimate school year (Spencer, 2001). One of the ways in which parents play a critical role in their children?s social development is by encouraging their interactions with other youth (Updegraff, 2001). If children are able to work in group settings, this will not only help the child get along with other students, but it will also lessen the amount of disruptions in class thereby making it easier for the teacher to teach (Barbour, 1997). Parents need to stress the importance of little things your child can do to smooth the teacher?s day and help himself learn, such as listening when classmates answer questions, writing his name on assignments, and keeping his desk and work area tidy (Spencer, 2001). Parents can help your children avoid interrupting. Teachers love enthusiasm but yelling out too often will cause unneeded disruptions. Explain the good times to speak, such as when the teacher is inviting questions and the not so good times, such as when the teacher is talking to another student or giving directions (Spencer, 2001). Practicing these classroom manners will help with less disruptions and a better teaching and learning environment. Parental involvement promotes emotional growth of a child. The attachment between a child and parent is a long-lasting, emotional, learned response. It is the attachment in a parent and child relationship that forms the basis for a child to trust or not to trust their environment (Gestwicki, 2000). This proper attachment is essential for a child to trust other adults, such as their teachers and also to trust other students and make friends.
...academic achievement and also social outcomes for children of all ages. 'The most effective schools are now widely considered to be ones that encourage and support the involvement of parents and other family members in the education of their children' (Grant and Ray, 2010).
The partnership may involve use of school or neighbours facilities and equipment, sharing other resources, collaborative fund raising and grant applications, volunteer assistance, mentoring and training from professionals and others with special expertise, information sharing and dissemination, networking, recognition and public relations, shared responsibility for planning, implementation and evaluation of programs and services, expanding opportunities for internships, jobs, recreation and building a sense of community.
There are many benefits to teachings having a good relationship with the student’s family, guardian, or parents. Teachers should begin the school year with building positive relationships with the student’s families. In the book it mentions that there is ongoing research that indicates the benefits of family involvement in children’s education. Some of these benefits mentioned were children earning higher grades, tend to have better attendance, have higher rates of homework completion, and are more motivated and have positive attitudes towards school. Through the reading it also emphasizes on the increase in family involvement in children’s education will result in a decrease in students participating in substance abuse and violence. Students