1 / 27

I Working with Parents and other Professionals

I Working with Parents and other Professionals. Session 1 . Understanding partnerships: Theoretical, historical and policy contexts. Aims of this session. After this session students will have an understanding of: The summative assessments for this module Introduction to DTT

reid
Download Presentation

I Working with Parents and other Professionals

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. IWorking with Parents and other Professionals Session 1. Understanding partnerships: Theoretical, historical and policy contexts.

  2. Aims of this session After this session students will have an understanding of: • The summative assessments for this module • Introduction to DTT • The running order of the module • The principles for engaging with families • The historical and policy context when working with parents

  3. Contact details Fiona.casserley@nwhc.ac.uk Rachel.strisino@nwhc.ac.uk

  4. Assessments for this module • 50% coursework • 50% examination Course work • 1,500 word assignment, • 1500 word (equiv), presentations • Assignment TitleCritically evaluate the role of the early years’ practitioner in engaging with other professionals in a variety of social contexts. • Presentation1500 words (equivalent) Prepare a 1500 word presentation relating to an aspect of working with parents and carers. Prepare a PowerPoint based on your written presentation. Deliver a presentation maximum 10 minutes to an audience

  5. Exam areas – to consider throughout the module • Theory and policy – what do they say about best practice when working in partnerships with parents • What documents/ research discusses strategies to engage parents – specifically vulnerable families • What is your role as EYP’s in identifying barriers to engaging parents • What barriers are there to multi-agency involvement within early years work • Consider the concepts of team work and multi-agency work • What about information sharing amongst EYP’s and other professionals • How has policy and practice changes since the children Act 1989 – think around key policy drivers; ECM (DfES 2003) ; Change for Children (DfES 2004); Children Act 2004

  6. Rationale – why? Spend 5 minutes reflecting on why parents as partners, use current policy drivers if you can

  7. Values and moral purpose ‘Parents and the home environment they create are the single most important factor in shaping their children’s well-being, achievements and prospects’. (DfES: Every Parent Matters 2007 p.1)

  8. Values framework ‘ Parents are children’s first and most enduring educators. When parents and practitioners work together in Early Years Settings, the results have a positive impact on children’s development and learning.’ DCSF (2008) Practice Guidance for the Early Years Foundation Stage, Nottingham: DCSF Publications

  9. Tickell 2011 ‘I recommend that the Government increases the emphasis within the EYFS on the role of parents and carers as partners in their children’s learning, and in addition ensures that all practitioners continue to have access to the necessary resources needed to support the incorporation of effective parental engagement in their practice’. (Dame Claire Tickell. The Early Years: Foundations for life, health and learning.p57, Recommendations. DfES. 2011)

  10. Tickell 2011 ‘Where parents and carers are actively encouraged to participate confidently in their children’s learning and healthy development the outcomes for children will be at their best’. (Dame Claire Tickell. The Early Years: Foundations for life, health and learning.p3. DfES. 2011)

  11. What is your personal stance on working in partnerships with parents?? • How do you achieve this? • What are the possible benefits to the child and family? • What are the benefits to the setting? • Compare with others in your group the ways you form partnerships with parents

  12. Personal reflection

  13. engaging with parents in a professional context will….. Rodd, 2006 p. 71

  14. Activity 1 Why work with parents? Take a look at the table here: you will see nine statements on why practitioners should work with parents. Rank them in order of importance, starting with the most important. We suggest you do this activity with someone at home, a neighbour, a colleague at work, or a parent. Alternatively, you may like to arrange them in a diamond ranking order as

  15. Figure 3: Ranking of nine reasons practitioners work with parents Sorting the statements in this way demonstrates how some may be seen as equal in importance. It can also promote increased discussion about their relative significance.

  16. Discussion Comment The statements illustrate the many potential benefits of collaboration. They also provide insights into the (assumed) needs of parents. Most of the statements relate to the benefits that partnership offers to parents. However, it is also important toremember the potential benefits for practitioners. They are better informed through listening to parents and taking account of their personal understandings of children – for example, the ‘Knowledge of children’ statement. Practitioners may also be supported by parents in significant practical ways (as the ‘Extra pair of hands’ statement suggests).

  17. How have partnerships changed over the years – reflection Were your parents encouraged to be ‘partners’ in your learning and development? What about their parents, or yourselves as parents? Rodd, 2006

  18. Successful and sustained engagement with families happens when practitioners respect what families know and already do…. • ‘ early years educators need to recognise parents’ roles as their child’s first and most consistent educator’ • (Whalley 2007)

  19. The history of partnership work • 1833 Factory Act – with the intention of improving conditions for children, the Act introduced a compulsory 2 hours schooling each day. This was the first time that children of all backgrounds in the U.K. had access to education. • Individual initiatives e.g. Thomas Coram, Doctor Thomas Barnardo

  20. 20th. century • Rachel and Margaret McMillan – early pioneers of holistic education e.g. parental involvement, school meals, health and well being • Montessori/Reggio Emilia – emphasis on families

  21. The Plowden Report – 1967 A major report ‘to consider primary education in all its aspects’, it underpins much current legislation, and many of its recommendations are still relevant today, e.g. ‘At the heart of the educational process lies the child.’ p.7 ‘One of the essentials for educational advance is a closer partnership between the two parties (i.e. schools and parents)’ p.37 Central Advisory Council for Education (1967) Children andtheir Primary Schools (‘The Plowden Report’), London: HMSO.

  22. History of partnerships • The Children Act, (1989) – reform of child law aiming to provide a balance of power between families and the state (parents no longer had rights but responsibilities) • United Nations Convention on the Rights of the Child, (1989) – included children’s rights as a key theme within Early Years policy development • The Rumbold Report, (1990) – report into quality of educational experience offered to 3 and 4 year olds. • Warnock Report – the report contained an influential chapter entitled ‘Parents as Partners (CEEHCYP, 1978) • Wolfendale(1987) – ‘Equivalent expertise’ Involving parents in assessments. Professionals must consult with parents in order to understand and meet the complex needs of children.

  23. 21st century • Curriculum Guidance for the Foundation Stage, (2000) – emphasised the role of parents e.g. ‘When parents and practitioners work together in early years settings, the results have a positive impact on the child’s development and learning’. P. 9 • Every Child Matters, (2003) • Choice for Parents, the Best Start for Children: a ten year strategy for child care (2004) • The Children Act, (2004) • Childcare Act, (2006) • EYFS, (2008) (2012) • The Tickell Report, (2012) • Pen Green Research, Development and Training Base 2007

  24. Home work for group discussion • Read • Read chapter 4 of the Plowden report (1967) and analyse its relevance in context to todays approach of engaging parents as partners

  25. CWDC (2008) Guidance to the standards for the award of EYPS. Leeds. Central Advisory Council for Education (1967) Children andtheir Primary Schools (‘The Plowden Report’), London: HMSO. DES (2003)The Impact of Parental Involvement on Children’s Education. DfCSF (2008) The Impact of Parental Involvement on Children’s Education. DCSF (2008) Practice Guidance for the Early Years Foundation Stage, Nottingham: DCSF Publications DfES (2007) Every Parent Matters. References

  26. Farrelly. P Early Years Work-BasedLearning, (2010). Learning Matters. Exeter Fitzgerald D. (2004) Parent partnership inEarly Years, London, Continuum. Laming, W (2009) The Protection of Children inEngland: A Progress Report. Norwich. Stationery Office. Dame Claire Tickell. The Early Years: Foundations for life, health and learning.DfES. 2011 Ward U. (2009) Working with Parents in Early Years Settings. Exeter: Learning Matters

More Related