EDFD227 Partnerships for Learning

Joannah Boyce
Assignment 2 Critical Essay
3. When asked, most teachers will agree that partnerships between parents and teachers are essential in
achieving the best possible outcomes for children. However, the reality is that often these partnerships are
unequal, privileging professional knowledge over parental funds of knowledge. Critically analyse the
literature on parent-teacher partnerships and identify the key issues contributing to the inequality, making
recommendations how these inequalities can be overcome.

The importance of relationships between educators and families* in early childhood settings is without a
doubt a vital component of a childs success. The majority of early childhood teachers recognise the
importance of developing and sustaining partnerships that are cooperative and considerate with families
and children, however, it can be difficult to establish and maintain these relationships with parents,
extended family, or unrelated guardian caregivers. (Beining, 2011, p.361). In theory, these partnerships
should be equal and open, with communication flowing both ways and respect for the knowledge of all
involved apparent. However, in practice, reality and rhetoric diverge greatly (MacNaughton, 2004); there
are many barriers and complications that impede the development and continuation of successful
partnerships in early childhood education. These are broad and far ranging, and are further challenged by
sets of biases that have come from a variety of places. These can include negative previous experiences, or
socially constructed roles in which the parents seek advice and the teachers dispense, with the power of
knowledge heavily weighted in favour of the professional (Cheatham & Ostrosky, 2011). Despite the
multitudes of issues regarding relationships, there are potential solutions and simplifiers, but the most
salient point to be gleaned by parents and teachers alike is that each partnership will be unique, and must
be carefully tailored to suit the parties involved.

Undeniably, teachers are in possession of a vast store of formal knowledge learned from study and from
practice. They have information on child growth and development in physical, social, cognitive and
emotional sectors and the corresponding milestones of these areas, and are able to plan and implement
activities designed to enhance these. However, prior to meeting any specific child, these understandings
are generalised. Parents and families understand and are aware of the development to date of their own
particular child, and the importance of this cannot be underestimated. Each fund of knowledge contributes

differently but importantly to the educational experience of the child both at home and at the child care
facility they attend. Therefore, it is integral that this material is openly shared to maximise the store of
knowledge that each person involved has about the child. This exchange can be a trigger for a variety of
issues; inhibitors to positive and productive partnerships can originate from several areas, and are often
not easily categorised or solved.

In the discourse, the primary concern is frequently identified as time, or lack thereof (MacNaughton, 2004;
Graham-Clay, 2005). Parents have busy lives that often have to accommodate full- or part-time work
alongside the pressures of running a family, and an assortment of other daily responsibilities. They may not
have time in the brief moments at pick up and drop off times, or be unavailable during sessions to attend a
conversation. Equally, educators are occupied by the needs of multiple children, and may not be able to
give as much attention as would be like or is needed (MacNaughton, 2004). Additionally, it is often noted
that both parties feel that short meetings at any of these junctures can be seen as removing time from the
children in the centre, which is less than ideal. It is highly likely that parents particularly may feel awkward
in occupying the teachers professional space, where their specialized educational knowledge is required to
be split between so many different children and their families; any time spent with one parent is time that
is removed from others. In order to minimise the impact of time in creating partnerships, there are
numerous endeavours towards solutions that can be undertaken at different stages. From the initiation of
the interaction between family and educator, assessment of the availability of both should be determined
(Graham-Clay, 2005). From this point, it is understood when the best chances for discussion are for
everyone, and through what methods. These could be in person, via phone, through email or a host of other
two-way communications (Graham-Clay, 2005; MacNaughton, 2004). These methods can allow for
responses to be taken at more appropriate times, rather than in the middle of busy sessions.
The important element is that the approaches are flexible and individualised to suit the needs of all. It may
also be valuable to make time outside of the classroom into more neutral grounds, like parent evenings

Another issue alongside time can be that of privacy when conversations are undertaken in the centre; some
discussions are personal and private, and time snatched (MacNaughton, 2004) in brief moments is often
in public spaces. This can be further compounded by the lack of spaces for parents in centres; they are
usually created to focus upon the child, which is an undeniably valid motivation. However, construction of
areas, whether physically or socially, in which carers and their voices are welcomed is necessary to build
successful relationships. Otherwise, a deficit in parentally friendly areas can force a negative power
dynamic, in which the awkwardness they can feel due to a lack of options (MacNaughton, 2004). Either
they talk in a rushed public area about personal issues or stay silent; neither choice is attractive and this can
lead to further disconnection from educators and a breakdown in the partnership. Finding times and spaces
that allow for parents and families to feel welcomed can invite a more open and comfortable engagement,
and naturally follow through to more productive discussion. This can be achieved by making use of office
spaces, and perhaps even creating opportunities outside of the centre through technology can be useful
and take into account desires for privacy and respect. It must be noted that technological communication
can create further problems, if families are inexperienced, uncomfortable or have limited access; once
again, discussion with each family to determine the most fruitful communication pathway is essential
(Graham-Clay, 2005).

Some approaches to communication can by definition naturally impose a dynamic that places power with
educators. One such example is that of parent-teacher interviews. The common misconception that these
meetings are to discuss issues and problems with children positions families to be defensive and hesitant
from the outset, for fear of being told their children are inadequate or having trouble in sessions. In order
to alleviate this awkwardness, steps must be taken throughout the process. Prior to meeting, samples of
childrens work can be given, and organisation of suitable dates and times planned well in advance. Effort
should be made also to engage in parent-teacher conferences that combat traditional images of meetings
organised to deal with a problem. The focus should instead be on what is working as opposed to what is
not, and solutions proposed that are grounded in previous successes (Graham-Clay, 2005). Through this
approach, parents and educators look together at the whole child, including both strengths and

weaknesses (Lawrence-Lightfoot, 2004, p.25). To complete the process, it may be useful to compile the
results of the conference in a written report that can include further referrals and ideas for future planning,
which can be given to parents. Input from families on the outcomes of the meeting should also be sought,
and referred back to formally or informally in the future to ensure the feedback loop of information
continues and thrives. Throughout the conference process and follow-up, teachers need to convey a value
for the authority and wisdom of parents (Lawrence-Lightfoot, 2004, p.26). Support and acknowledgment
of the value of parental funds of knowledge goes far to positively nurture partnerships, and is an integral
facet to ensure continuing and honest communication.

The cultivation of partnerships can be impacted upon by the attitudes of those concerned. Equally harmful
can be perceptions of others attitudes; biases that are built based on minimal interactions, or born from
the result of a previous negative experience that are carried over into a new collaboration. Additionally, it
is highly likely that there may be a noticeable variation between what partnerships entail, and how they
should be constructed and nurtured (Beining, 2011) between educator and the members of the family or
guardians. Therefore transmission of information requires interpersonal skills like care and tact that must
be applied consistently, especially in the direction from teacher to parent. Staff also consider that
educating parents about how goals can be accomplished at home is part of their responsibility (Johnson
et al., 2013, p.4). While statements like this have value, care must be taken to ensure that a dynamic that
favours professional knowledge not be created. It may be that teachers feel, and are, equipped with
knowledge that will benefit and enhance that of the family. However, some parents will not be comfortable
being told about their children. Some may appreciate the input, but the potential for offense things to be
taken or misinterpretation to occur is of a very high probability. Johnsons study in 2013 included a quote
from a teacher; Its their kid, its hard, its personal, and parents act humiliated and defensively, (p.8).
Often, for a parent, grandparent, guardian or other carer, their child may be one of the most important
components of their life. Accordingly, as noted by the above teacher, these individuals can be extremely
sensitive about receiving information or advice regarding their child, regardless of whether the comment is
positive or negative. Awareness of this sensitivity is vital to creating an equal and productive line of

communication that allows for communication to be well received, and to encourage the communication
to flow back to the teacher. With the development of a method of communication that is free from
judgement or supercilious, parents are more inclined to feel comfortable feeding knowledge back into the
loop, enhancing the quality of the relationship and benefitting all.

Specific relationship developing techniques must be utilised when interacting with family members who are
uncomfortable in engaging in discussion about their child, who are less confident in voicing opinions, or a
just simply shy. It is possible that they feel awkward or are unused to such a partnership, or feel that their
suggestions are wrong or insignificant (Beining, 2011). Inclusion of methods of communication that are not
face-to-face can be invaluable in these situations, assisting in letting parents know that their knowledge is
of high importance and that they are welcome to share opinions, ideas and thoughts. This is especially true
in the beginning of a relationship when trust and familiarity are in their infancy. Communication books allow
information to be delivered in the form of text and images, and the book should be open to contribution
from any person involved in the life of the child, incorporating additions from the child themselves. It is
important that teacher jargon and technical language be monitored and minimised, or thoroughly explained
in context (Graham-Clay, 2005, p.124); without this, these types of words can be alienating and create a
sense of inferiority due to parental lack of knowledge. This control of language should not be limited to
written texts but applied to all exchanges to maintain a sense of equality and collaboration regarding the
child. When communication books are employed as a procedure, they need to be updated regularly by both
parents and teachers. It is essential that they be used not only as a means for frequent and recurring
communication, but as a catalyst for in-person discussion of achievements and concerns.

Diversity in child care facilities is manifest in a variety of ways; from families with different cultural and
linguistic backgrounds, those that include children with additional needs, religious variety and a range of
family dynamics; single parent, blended, homosexual and adoptive families to name but a few. Effective
and targeted dialogue develops out of a growing trust, a mutuality of concern, and an appreciation of
contrasting perspectives, (Lawrence-Lightfoot, 2004, p.27). By creating an environment where variability

in families is welcomed, accepted and whole-hearted attempts made to understand alternative

perspectives, a common and reciprocal relationship is more likely to blossom that is successful for families,
educators and child. Teachers need to be aware of the nuances of the families at their centres, and engage
in discussion from the outset of the relationship to discover valuable information about the unique set of
traits that each family possesses. Translation services are available with minimal effort to utilise to diffuse
language barriers, and are often free services. Teaching should not be a static process after qualifications
are achieved; educators should strive to seek more knowledge about diversity, undertaking extra study to
learn to appreciate and cater for the multitudes that will join their place of work. Professional dominance,
through virtue of higher education and training certainly exists, but can be minimised and placed on an
equal footing with parental funds of knowledge (Seligman & Darling, 1989). Accordingly, educators should
have an understanding that parents more often than not have the best knowledge about their own
individual child, and are a font of information that a successful and equal partnership can allow access to.

Todays society brings with it a host of pressures and factors that can hinder both the initial development
and future cultivation of positive family-educator relationships. Parents and child care centres must respond
to increased expectations, economic pressures and limited time (Graham-Clay, 2005). Coupled with
differences in culture, variety in attitudes and assumptions about partnerships, it can become complex and
stressful to manage. Effective partnerships between families and educators are one of the most important
elements in assisting a childs development and success at a child care facility, and the effort is not only
worth it, but necessary to create the most positive and encouraging setting for the child. While they are
undoubtedly fraught with difficulties and will always be complex, they need to be maintained and constantly
revisited by all involved for the benefit of the child. Essentially, every communication exchange, regardless
of format, should reflect a thoughtful, planned approach (Graham-Clay, 2005, p. 126), and should be
focussed on supporting the learning experience of the child. Options are ideally inclusive of face-to-face
interactions, technological communication and a combination of written and verbal reporting. Families and
educators need to work in unison to create a storehouse of these general ideas and techniques that are

open to alteration and adapted to suit as needed (Beining, 2011), to support and grow the respect,
knowledge exchange and collaboration between them.

*The terms family, family members, parents and similar terms are used interchangeably in this essay
and refer to the individuals who are involved, on a permanent or infrequent basis, in the life of the child.

References

Beining, K. (2011). Family-Teacher Partnerships: An Early Childhood Contract for Success. Childhood
Education, (87)5, p. 361-3.
Cheatham, G. & Ostrosky, M. (2011). Whose Expertise?: An Analysis of Advice Giving in Early Childhood
Parent-Teacher Conferences. Journal of Research in Childhood Education International, (25)1,
p.2444.
Graham-Clay, S. (2005). Communicating with Parents: Strategies for Teachers. School Community Journal,
(15)1, p.117-129.
Johnson, S., Ramsay, S., Armstrong Schltz, J., Branen, L. & Fletcher, J. (2013). Creating Potential for
Common Ground and Communication Between Early Childhood Program Staff and Parents About
Young Childrens Eating. Journal of Nutrition Education and Behaviour.
Lawrence-Lightfoot, S. (2004). Building bridges from school to home. Instructor, 114(1), p.24-28.
MacNaughton, G. (2004). Children, Staff and Parents: Building Respectful Relationships in New Zealand
and Australian Early Childhood Contexts The Australian Context. Australian Journal of Early
Childhood, (29)1, p. 1-7.
Seligman, M. & Darling, R. (1989). Ordinary Families, Special Children: A Systems Approach to Childhood
Disability. The Exceptional Parent, (19)3, p. 52.

EDFD227: Rubric for Assessment Task 2: Critical Essay

Tutors Name and Tutorial Group:

Aspects of
Assessment

High Distinction

Distinction

Credit

Pass

Unsatisfactory

Content

The essay
demonstrates a
highly advanced
level of
engagement
with the
research on the
chosen topic/key
concept.

The essay
demonstrates an
advanced level of
engagement with
the research on
the chosen
topic/key
concept.

The essay
demonstrates an
appropriate level
of engagement
with the
research on the
chosen topic/key
concept.

The essay
demonstrates a
developing
understanding of
the research on
the chosen
topic/key
concept.

The essay
does not
demonstrate an
understanding
of the research
on the chosen
topic/key
concept.

The essay
presents findings
in a sophisticated
and logical
manner.

The essay
presents findings
in a clear and
logical manner.

The essay
presents
findings in a
clear manner.

The essay
presents
findings in a
confusing
manner.

Writing
demonstrates a
highly advanced
ability to
comprehend,
analyze and
synthesize
relevant literature
in relation to the
chosen topic/key
concept.

Writing
demonstrates an
advanced ability
to comprehend,
analyze and
synthesize
relevant literature
in relation to the
chosen topic/key
concept.

Writing
demonstrates an
appropriate
ability to
comprehend,
analyze and
synthesize
relevant
literature in
relation to the
chosen topic/key
concept.

Writing
demonstrates a
developing
ability to
comprehend,
analyze and
synthesize
relevant
literature in
relation to the
chosen topic/key
concept.

Writing does
not
demonstrate an
ability to
comprehend,
analyze and
synthesize
relevant
literature in
relation to the
chosen
topic/key
concept.

APA referencing
is used correctly
in text and
reference list.

APA referencing
is used correctly
in text and
reference list.

Language is
highly
sophisticated.
There is a highly
advance use of
vocabulary and
key terms.
Grammatically
and syntactically
very strong

Language is
sophisticated.
There is an
advance use of
vocabulary and
key terms.
Grammatically
and syntactically
strong

APA referencing
is used mostly
correctly in text
and reference
list.

APA
referencing is
used incorrectly
in text and
reference list.

Language is
clear and
concise. There is
an appropriate
use of
vocabulary and
key terms.
Grammatically
and syntactically
sound.

Language is
clear. Use of
appropriate
vocabulary is
developing.
Some errors in
grammar and
syntax.

APA
referencing is
not used or
used incorrectly
in text and
reference list.

20 marks

The essay
presents
findings in a
highly
sophisticated
and logical
manner.
Analysis &
Synthesis
20 marks

Structure,
grammar, spelling
& Referencing

10 marks

Language is
unclear.
Inappropriate
use of
vocabulary and
confusion
evident with
key terms. In
need of
proofreading for
grammar and
spelling.