1. Developing partnerships with Parents

2. Working with Parents
“A transforming approach to relationships with parents promotes democratic citizenship by inviting parents to form policies, manage resources and evaluate services; and by devolving decisions about what and how children should learn.” (Hughes 2003 p.269)
Challenges the idea of ‘expert’ professional knowledge where parent’s are educated into good practice?

3. Working with Parents
In small groups discuss reasons as to why it is important to work with parents
Can you think of any examples when you have successfully worked with parents?
Be prepared to share your examples with the rest of the class

4. Activity
resource/Involving-Parents-Making-a- Difference /

5. Activity…..
From watching this video think of how this setting involves parents?
What strategies do they use?
How useful do you think these are?

6. Dilemmas
“Parents are treated as an homogeneous group, no account is taken of gender, social class or ethnic differences and the possible constraints upon their ability and opportunities to ensure perfect behaviour from their children and ideal parenting from themselves.”
(Crozier and Reay 2005 p.ix)

7. Dilemmas….. Watch the following video
Just how much can practitioners and parents realistically be expected to work together?
To what level should practitioners be responsible for developing partnerships?
Can you think of any difficulties in developing partnerships with parents?
resource/Understanding-Parents-Attitudes /
Parents have many commitments – the parents who cannot attend open sessions, parents meetings and assemblies may result in feeling inadequate and undervalued. But does this mean that we should be made to work longer hours to accommodate them? Some teachers may even feel resentful that parents have not attended sessions provided for them. The children themselves may feel disappointed if their parents do not attend events that schools and early years settings have set up purposefully for parents.
Parents can be competitive – inviting parents to know more about their child’s education can result in parents putting extreme pressures on their children and/on the teachers because they struggle to accept their children’s level of progress or success.
Parents can be sensitive – having parents continuously in the class seeing displayed work and in assemblies or other situations where they might compare their children to others can distress parents of children in case they may be perceived as less able.
Parents can be emotional – closer relationships with parents can be draining on practitioners. Is it really our responsibility to listen to personal stories of home dramas, divorces, weddings, illness, holidays and general chit chat which can be an inevitable consequence of creating good relationships? Too much involvement can bring teachers into the realms of therapists.
Parents can play Chinese whispers – it can be risky becoming overly friendly with parents. It is possible that all of your conversations with parents could be repeated and retold as playground gossip before the day is through.
Parents are time-consuming – talking with parents before and after school, holding information meetings, planning parent assemblies and open sessions, writing newsletters and information leaflets, reporting to parents and managing home visits are all valuable existing practices. It is already difficult to fit these practices into hectic schedules. How are all the new expectations to be squeezed in – and leave time to teach the children?

8. Presentation
Now begin to think how what you put into place will facilitate working with parents
For your presentation you also need to think of challenges you have or might face?

9. References
Crozier, G. and Reay, D. (2005) (Eds) Activating Participation: parents and teachers working towards partnership Stoke-on-Trent: Trentham books
Hughes, P. (2003) Curriculum contexts: parents and communities. In MacNaughton, G. (2003) (Ed.) Shaping Early Childhood: Learners, Curriculum and Contexts. Berkshire: Open University Press