School and Home Connections

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