| Young children's learning and development are | | | | partnership behaviors in parents. Modeling |
| integrally connected to their families. Parents are a | | | | respect and communication skills, showing a |
| child's first teachers. | | | | genuine interest in the children, responding |
| Good communication between parents and | | | | constructively to parent concerns, promoting a |
| caregivers in the early childhood setting is very | | | | teamwork philosophy, and being sensitive to |
| important. It is the goal of both parents and | | | | parent and family needs are some ways to |
| caregivers to provide children with the best | | | | promote this process. |
| environment for learning and growing. Caregivers | | | | Swick also states, "Teacher attributes that appear |
| should strive to earn the trust of each child's | | | | to positively influence teachers' relationships with |
| parents. This trust will allow parents and | | | | children and parents include: warmth, openness, |
| caregivers to work together for the good of the | | | | sensitivity, flexibility, reliability, and accessibility" |
| child. | | | | (Corner and Haynes, 1991). |
| To support and promote children's optimal learning | | | | Swick's also comments on teacher-parent |
| and development, early childhood programs must | | | | partnerships is the discussion on the unique roles |
| recognize the importance of children's families, | | | | teachers and parents play to create a successful |
| establish relationships with families based on | | | | partnerships. Swick says,"Parenting roles are |
| mutual trust and respect, support and involve | | | | performed within the family and within |
| families in their children's educational growth, and | | | | family-school relationships. Roles critical to family |
| invite families to fully participate in the program. | | | | growth are nurturing, teaching, and modeling. |
| There are numerous ways programs can support | | | | Within the larger contexts, they emphasize |
| family relationships. Parent-teacher conferences, | | | | particular roles as family or family-school situations |
| home visits, and family nights at the child care | | | | dictate." Comer and Haynes add to this |
| center are acceptable ways of encouraging family | | | | commentary stating "For example, recent |
| involvement. | | | | findings suggest that when parents sense an |
| Teachers may also plan family involvement | | | | inviting school climate, they emphasize nurturing |
| events that correspond with the curriculum. For | | | | and supporting behaviors in their interactions with |
| example, during a monthly unit on professions, the | | | | teachers; their participation in the school |
| teacher may invite parents to visit the classroom | | | | environment also increases". |
| and explain their professions to the children. | | | | Teacher roles that are critical to partnership are |
| In his article, "Teacher-Parent Partnerships", Kevin | | | | family-centered in nature and include support, |
| J. Swick states, "The partnership construction is | | | | education, and guidance. Teacher roles that |
| based on the premise that collaborating partners | | | | focus on family involvement in school and |
| have some common basis for action and a sense | | | | classroom activities include those of nurturing, |
| of mutuality that supports their joint ventures. | | | | supporting, guiding, and decision-making. |
| Teachers and parents have a common need for | | | | Parents and teachers are on the same team and |
| joining together in partnership: the need to foster | | | | they both have the same goal. To support and |
| positive growth in children and in themselves. It | | | | nurture the children the best way possible, at |
| is their challenge to create a sense of mutuality | | | | home and in the classroom. |
| so that their efforts are meaningful to all those | | | | Learn more about parent participation. Visit |
| involved." | | | | ChildCare Education Institute to discover over 100 |
| Some parents do not have the characteristics | | | | online child care training courses that meet the |
| needed to form a partnership and this is when | | | | continuing education requirements of the child care |
| the teacher's efforts to create a partnership | | | | industry. Register for a sample course and try |
| become vital. Teachers can provide an | | | | online learning today! |
| environment that encourages the development of | | | | |