Exploring and addressing the stereotypes found amongst teachers is therefore essential to create the right environment and ethos in which positive relationships can flourish. Your services for teenage parents will therefore vary greatly. For working parents you will also have to consider offering activities, like workshops or courses, either towards the end of the afternoon or in the evening, or, if more time is required, arrange weekend sessions. The course approach should include work with the parent and the child, and go beyond the limitations of the course — that is, include an element of putting learning from the course into practice. The 1970s brought a focus on communication; Early Years practitioners recognised that parents would think them more professional if they communicated more and developed positive relationships with them. The parent forum can be a venue for a wider discussion about the learning in the whole setting. It is important to be inclusive and nondiscriminatory in your efforts to build relationships.
McGivney, V 1998 Adult learning in pre-schools. The right choice of language is another relevant factor in the engagement process. Adult learners are not overly concerned about grades as the learning itself is the more important aspect for them. Department for Education and Skills 2004 Engaging fathers — involving parents, raising achievements. Both can be directly related to fathers and men or related to the wider questions of diversity and equality, challenging prejudice, and establishing anti-discriminatory practice. Washington: National Association for the Education of Young children, 7th printing. It also means that difficult decisions, for example about changes to services due to funding cuts, can be discussed and negotiated allowing families an element of control over the changes in their setting or community.
Furthermore, the relationships between staff and committee should not just be based on individuals who work well together but be built on objective expectations which will still apply when other staff or committee members come into post. This also means that there is not going to be one method that will be right for everybody but different approaches will work for different professionals and in different circumstances. Activities for fathers The question of timing is always a very important one when trying to engage with families and preferences will vary greatly. When parents are employers, neighbours and friends The parents you encounter in your work environment are not just parents; they are also neighbours, friends, volunteers, scout leaders, relatives, employers, and much more. In addition to the expectations about their involvement in Early Years settings, parents are also clear about how they would like other services, for example parenting or family support, to be delivered: Parents liked services to be practical, professional and well organized.
This worker will be able to be their contact point and develop trusting relationships with them. This fully updated second edition builds on new government agendas and interests in supporting quality provision for young children and their families. To enable adults to learn effectively while volunteering, there needs to be adequate support in place. The executive summary, Chapter 5 about ethnicity, parental involvement and pupil outcomes and Chapter 6 on differences between parents in the extent of their involvement are particularly interesting in the context of exploring why and how parents get involved. Motivated by her wish to help them, she agreed the new time arrangements with them and set up for the next breast-feeding session half an hour earlier. As a result, they were able to stimulate their own children in more creative ways at home and a number reported improved relationships with them. The services you offer should take the families as a starting point both figuratively and literally.
At the same time your own experiences and professional circumstances will influence your response to particular situations and individual parents. One of the cornerstones of good management and leadership is the ongoing development of services based on regular evaluation. You will have a system in place for addressing identified training needs within your setting either through training days for the whole team, courses for individual staff members, or more informally in small groups, through mentoring or supervisions. Rodd 2006, p226 You will already have processes and procedures in place in your Early Years setting to agree values and principles, but further suggestions of how you can work with your staff team to negotiate shared beliefs and ensuing practice can be found in other publications in this series. Bringing together current research and thinking in a broad range of areas, it covers: the diversity of practitioner roles and multi-agency working working with families listening to children observing and assessing developing professional roles health and well being curriculum and pedagogy the importance of play and learning in the early years All contributions are strongly practical and underpinned by relevant theory, and will support students and practitioners studying in the field of early years and early childhood studies as well as those aiming to achieve Early Years Professional Status. Employing an outreach worker may also be an effective strategy to engage with more families as he can clarify misconceptions about your setting in the community and help families overcome their anxieties about coming to a provision where they do not know anybody.
Firstly, you are going to explore some of the more practical issues regarding the work with fathers, that is to say the type of activities they may be interested in and how you can make initial contact with them. If the parent does not acknowledge the need for change and refuses to negotiate, you may want to try a problem-solving approach. It explores both interpersonal and communication skills and the formal and informal ways of involving parents in the early years experience of their children. We must always be scrupulously fair, and sometimes this involves explaining our decisions and policies to parents. Information about outings or handouts giving details of the curriculum may not be read by everybody and you may need to consider talking individual parents through any written material or providing translations into the relevant community languages.
From this self-concept based on dependency, children develop over time to become more independent. Each chapter covers a complete unit of the qualification, providing comprehensive coverage of the new specifications. You may agree with the parents that, for example, the grandmother will bring and collect the child and also join the parent volunteer rota in your pre-school. For a team to work effectively together it is fundamental to share the same basic values and beliefs and not to let personal views and individual prejudices result in mixed messages to parents and children. This adds to the argument that supporting parents is a relevant and essential task for Early Years practitioners. Each text takes a focused look at a specific topic and approaches it in an accessible and user-friendly way. Were there family rituals you particularly enjoyed — outings, celebrations, routines? Barriers to involvement and approaches to engaging with parents who are not currently coming into your setting will be explored in Chapter 5.
Do you think it meets your learning needs? At the same time parents emphasise that they want to be involved and seek the relationship and partnership with professionals. Throughout this chapter you will draw on the learning from previous chapters regarding general principles of partnership working, parental involvement and adult learning. It is also highly relevant for students following an Early Childhood Studies degree or B. Unexpressed cultures can also develop in pre-schools or nurseries where users encourage friends to join the setting but little promotion is done in the wider community which leads to new families belonging to the same social group or community as existing ones. The main focus of your work will be the children and your desire to support their learning, but you have already explored in previous chapters how important the contributions from parents are in the development of their children. Working closely with your community ambassador and offering appropriate training and support will enable you to avoid the ambassador becoming gatekeeper to your services. It goes on to discuss the preconceptions and assumptions that we all have about families and parents and considers the practical implications of working with parents in a respectful and trusting partnership.
Did you hold these values when you first started working? It explores the need for close partnership working between staff and families, offers examples of good practice and encourages reflection and discussion of the issues involved. . Each text takes a focused look at a specific topic and approaches it in an accessible and user-friendly way. Some parents are very independent and autonomous in the way they approach and use services. This chapter develops your knowledge and understanding of parental involvement and partnership working between Early Years practitioners and parents.
Home-visits, progress reviews and volunteering tasks can also present opportunities for adult learning. It is often not a complete lack of time, though, that stops parents from participating in nursery activities but the fact that these activities take place at times that are not convenient to them. To work successfully in this way, it will be necessary to have wide support and gain a commitment to this approach from colleagues as well as from the management or leadership team and from the parents. What characteristics or qualities of your parents do you remember in particular? Siraj-Blatchford et al 2002 expand further that where there is consensus and consistency between the learning at home and the curriculum at school, children achieve better outcomes. In October 2011 Ute became Senior Lecturer in Early Years at the University of Hertfordshire where she teaches on Foundation Degrees and on undergraduate and postgraduate courses. This is learning in the psychomotor domain; you need some knowledge but the emphasis is on physical dexterity and practice. Creating a working environment where challenge and debate are welcome and modelling the effective participation in discussions and meetings are further elements of your role in this respect.