When we explore the meaning of parental partnership, what comes to our minds is the practitioner or other multi agency teams working alongside the parents. Parents have the right to play central roles, when making decisions for their children, so by the practitioner working in partnership with the parents, they can ensure that the child gets the best opportunity and education possible. Whilst feeling safe and secure with a stimulating environment. A strong relationship with practitioners and parents happens, when there is good professional communication between the two and they both listen to each other thoughts and opinions, on what they believe will help the child develop to their correct age and stage.  Parent and practitioner share a joint responsibility when it comes to the child’s well-being and education within the setting, as parents know their child best and knows the child likes and dislikes. The parent can help the practitioner plan activities that will best suit the child’s individual needs.  It is important for the practitioner to remember and consider that each family have their own beliefs. So, when working alongside different families the practitioner needs to try to meet the needs and respect these needs at all times. We live in a diverse and changing society and by the practitioner remembering this when working  with the parents it can help the child to develop holistically.

There are many ways in which parents and practitioners can work together, for instance, supporting the learning and development of the child, sharing information, contributing and making decisions and advocating different approaches and courses of action that can help the child development. By the parents and practitioner sharing this information with each other, it can benefit the child not just in their recent education but in their future education as well. Children benefits from having a routine and structure, by parents sharing information on the child routine and structure at home, it can help the child get use to a consistent pattern. Routine gives children a sense of security and helps children to develop their own self-discipline.

‘’Routines are important because they give children a sense of security and control over their environment. Children learn what to expect at various times in the day and as they begin to participate in these routines, they will experience a sense of control and satisfaction at being able to perform part of or all of the tasks associated with the routine.” (Listening through routine 2012)

Parental partnership is essential when meeting the needs of the children.  There are many different approaches in which parents and practitioners can take, to help a child develop within a safe, secure and stimulating environment for example, one to one meetings, verbally or non verbal, e.g. a written letter. These approaches may come to include multi agency teams, if the child needs extra support with their learning. ‘’The adult role is to identify and serve the needs of the children and to support their exploration.’’

There could be some barriers that could cause parental partnerships to not work correctly for the childs benefit. Lack of communication, this could either be from the parents first language, not being English, so therefore maybe a translator may be involved, or not agreeing with what is being said, so an multi-agency worker would be involved or another member of staff.  ‘’There is a strong emphasis on settings working in partnership with parents and other professionals to meet the needs of individual children and their families and on providing all-round, balance opportunities for development and exploration.’’

Pound, L. (2006). How children learn From Montessori to Vygotsky – educational theories and approaches made easy. london: practical pre-school.

Tassoni, penny (2008) practical handbook. Edited by caroline low. 2008th edn. essex: penny tassoni.

nutbrown, c. and clough, p. (2008). Early childhood education. London: sage.