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In this free course we look at the notion of parents as partners. We identify a cluster of reasons why partnership is considered important - for children, parents and practitioners - and give examples of ways in which it can be interpreted in practice. We also outline a conceptual framework to accommodate the possible range of parental involvement and partnership practice.
After studying this course, you should be able to:
- understand some priniciples underpinning early years legislation, policy and practice
- understand some requirements of local and national frameworks both statutory and non statutory which guide the education and provision of early years settings and the work of children's services in safeguarding and promoting children's welfare
- identify and reflect on personal values and those of others
- reflect on personal experience and practice, identify strengths and weaknesses, and apply this to practice issues
- develop the ability to work and communicate effectively with parents, families, colleagues and other professionals to safeguard and promote children's welfare and to support children's development and learning.
- Current section: Introduction
- Learning outcomes
- 1. Overview
- 1.1 What is meant by ‘partnership with parents’?
- 1.2 Practitioner – parent partnerships
- 2 Partnership issues for practitioners
- 3 Partnership in practice
- 4 A framework for understanding partnership
- Keep on learning
Study this free course
Enrol to access the full course, get recognition for the skills you learn, track your progress and on completion gain a statement of participation to demonstrate your learning to others. Make your learning visible!
Parents as partners
In this course we look at the notion of parents as partners. We identify a cluster of reasons why partnership is considered important – for children, parents and practitioners – and give examples of ways in which it can be interpreted in practice. We also outline a conceptual framework to accommodate the possible range of parental involvement and partnership practice.
Parental involvement practice is usually conceptualized and specified by professionals. As a result, it is necessary for practitioners to be open and receptive to feedback and suggestions both from parents and children. Some parents, for reasons that may not be apparent to practitioners, are reluctant to become involved in their children's care and education; others may choose not to become involved. Practitioners need to be aware of parents' feelings, and to be cautious about blaming them for what seems to be a lack of interest.
As we show throughout this course, partnership can take many forms. We discuss how while projects and special initiatives that encourage parental involvement can be exciting and stimulating, they can also be short lived and heavily reliant on the provision of extra funds. The course underlines how partnership needs to be a way of life that becomes embedded in the ongoing day-to-day exchanges that take place between parents, practitioners and children.
This OpenLearn course provides a sample of Level 1 study in
This free course includes adapted extracts from an Open University course which is no longer available to new students. If you found this interesting you could explore more free Educational Practice courses or view the range of currently available OU Educational Practice courses.
Copyright & revisions
Originally published: Wednesday, 13th July 2011
Last updated on: Thursday, 17th March 2016
- Creative-Commons: The Open University is proud to release this free course under a Creative Commons licence. However, any third-party materials featured within it are used with permission and are not ours to give away. These materials are not subject to the Creative Commons licence. See terms and conditions. Full details can be found in the Acknowledgements and our FAQs section.
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