Teacher Parents Partnership
INTRODUCTION
Parents are undeniably a child's first teachers as babies utter their first words and take their first steps. As socialisation and education continues in schools, parents and teachers become the ''significant others''. The modelling in their complementary roles is absorbed by children. Sociologist Emile Durkheim maintains ''there is not a moment in the day when the generations are not in contact with their elders - when they are not receiving from them some educational influence''.
The parent-teacher-student relationship can deliver a collaborative partnership, linking home and school in a climate of trust and respect. When parents and teachers are united in their aims and expectations, children enjoy coming to school and learning in a safe environment. Ultimately, children become more effective members of society.
‘How teachers build and form relationships with children and their families matters, and contributes to children’s sense of belonging and well-being’ (Blaise & Nuttall, 2011, p. 167). Strong partnerships between teachers, children, parents and communities build positive relationships and enhance understandings. ‘Learning outcomes are most likely to be achieved when early childhood teachers work in partnership with parents’ (DEEWR, 2009, p.12). Effective partnership involve: * Trust. * Reciprocal respect and valuing of each other’s knowledge. * Sensitivity to diverse perspectives where each partner can share insights. * Ongoing, open, respectful communication. * Empathy. * Recognition of the partner’s strengths. * Collaboration. * Shared decision making.
Partnership between teachers and parents underpin everything that happens in an educational setting (Centre for Community Child Health, 2001; DEEWR, 2009; Stonehouse & Gonzalez-Mena, 2008) and is an essential component of quality education and care.
MEANT BY TEACHERS AND PARENTS PARTNERSHIP PROGRAMME
Partnerships are built on open communication. It is not
Parents are undeniably a child's first teachers as babies utter their first words and take their first steps. As socialisation and education continues in schools, parents and teachers become the ''significant others''. The modelling in their complementary roles is absorbed by children. Sociologist Emile Durkheim maintains ''there is not a moment in the day when the generations are not in contact with their elders - when they are not receiving from them some educational influence''.
The parent-teacher-student relationship can deliver a collaborative partnership, linking home and school in a climate of trust and respect. When parents and teachers are united in their aims and expectations, children enjoy coming to school and learning in a safe environment. Ultimately, children become more effective members of society.
‘How teachers build and form relationships with children and their families matters, and contributes to children’s sense of belonging and well-being’ (Blaise & Nuttall, 2011, p. 167). Strong partnerships between teachers, children, parents and communities build positive relationships and enhance understandings. ‘Learning outcomes are most likely to be achieved when early childhood teachers work in partnership with parents’ (DEEWR, 2009, p.12). Effective partnership involve: * Trust. * Reciprocal respect and valuing of each other’s knowledge. * Sensitivity to diverse perspectives where each partner can share insights. * Ongoing, open, respectful communication. * Empathy. * Recognition of the partner’s strengths. * Collaboration. * Shared decision making.
Partnership between teachers and parents underpin everything that happens in an educational setting (Centre for Community Child Health, 2001; DEEWR, 2009; Stonehouse & Gonzalez-Mena, 2008) and is an essential component of quality education and care.
MEANT BY TEACHERS AND PARENTS PARTNERSHIP PROGRAMME
Partnerships are built on open communication. It is not
References: * Swick, K. Teacher-Parent Partnerships To Enhance School Success in Early Childhood Education. Washington, DC: National Education Association, 1991. * Scheafer, E. "Parent and Child Correlates of Parental Modernity." In Sigel, B., ed. Parental Belief Systems: The Psychological Consequences for Children. Hillsdale, NJ: Lawrence Erlbaum Associates, 1985. * Comer, J., and Haynes, M. "Parent Involvement in Schools: An Ecological Approach." Elementary School Journal 91 (1991): 271-278. EJ 429 059. * Epstein, J., and Dauber, S. "School Programs and Teacher Practices of Parent Involvement in Inner-City Elementary and Middle Schools." Elementary School Journal 91 (1991): 289-306. EJ 429 061. * Leonie Arthur, Bronwyn Beecher, Elizabeth Death, Sue Dockett, Sue Farmer, Programming and Planning in Early Childhood Setting, Cengage Learning Australia Pty Ltd, 2012. * Casacanada. Retrieved December 26, 2012, from http://www.casacanada.com/parent.html * Aistear: the Early Childhood Curriculum Framework. Building partnerships between parents and practitioners. Retrieved December 26, 2012, from http://www.ncca.ie/en/Curriculum_and_Assessment/Parents/Early_Childhood/Aistear_Partnership_guidelines.pdf