Task 3
Parental partnership
Parental partnership is a close trusting relationship with the key worker of the child. Frequent parent meetings are vital to show and gather an understanding of the child. From the start it is vital for the child to have a positive relationship with the carer. As parents are children first enduring educators, the parent knows the child the best. However, it is the practitioner’s role to make sure the child is settled in well and maintains a close relationship with the parent and child. Making sure there is a close partnership with the parent is vital as the child needs to feel safe in the setting and be able to go to their key worker if they feel upset or unhappy about something
It is important parent-teacher meetings are held often and feedback is given to the parent about the child on an everyday base, A summary of how the child was in setting and if there was anything unusual or any unusual behaviour about the child. As some parent may not have time for a discussion about the child they may be given a feedback sheet which has the progress of the child and what they ate, what activities they did and sleep and learning milestones. As some parents, may not have time to speak to practitioners on a day-to-day basis, a two-way diary is useful to write about the child’s behaviour at home and the setting, looking at the child’s understanding and learning milestones, interests and experiences. This enable both the parent and practitioner to know more about the child. Prowle, A and Stubbs,N , (2016).
Offering meetings for parents and practitioners is an opportunity for practitioners to share observations and look further into the child’s learning. Having meetings will be an opportunity to look at the child’s holistic approach to learning and ways in which the child’s learning could be enhanced and developed further. If there is a pattern of behavior or personal learning interest, the parent and practitioner can discuss to offer this experience at home as well as the setting to ensure the child is satisfied.
Folder work is essential as it focuses on the child’s development of learning. Summative records focus on the child’s learning and is covers by seven areas of learning. Daily evaluations and two-way diaries are a form of feedback to give to the parents, also meetings with the parent can be an ideal way focusing on when it is a suitable time to talk to the parent as work may correlate regarding the parent not having time. Also, both the practitioner and parent can look at the progress holistically of the child at home and in the setting.
The continuum of relationships (Robson, 1996:73) is a checklist of how partnerships works with practitioners. It is important for the parent to be involved with the child for example by attending assemblies, attending parent-practitioner meetings, contributing to the child learning journey. Also, practitioners should encourage and develop the child’s learning through the seven areas of development. The second step will be to maintain contact between the practitioner and parent as meetings can be help and daily evaluations could be given to the parent regarding the child’s progress during the day. Being involved in the child’s setting could maintain a healthy relationship for example having lunch with the parent for Mother’s Day or Father’s Day shows a sign of involvement in the child’s life. Partnership is maintained both ways through the parent and practitioner, this is vital as it can be discussed to how the child is developing at the setting and at home.
Bibliography and references
Hornby, G 2011 Parental involvement in Childhood Education. Springer Science & Business Media
Prowle, A and Stubbs,N , (2016). Working with parents to support children’s learning |
Nursery World. [online] Available at: http://www.nurseryworld.co.uk/nursery-world/news/1080052/working-with-parents-to-support-childrens-learning.