3.2 Suggestions for parents and practitioners
A great deal of partnership involves parents responding to practitioners' ideas. This often involves the recommendation of specific activities that can be carried out within children's homes and communities to support the work of an early education setting. For instance, drawing, painting and cooking.
These kinds of suggestions can be seen as addressing the Every Child Matters (DFES 2006) goal of all children 'enjoying and achieving' in their early years setting. Government and voluntary bodies have produced resources to support parental involvement in children's development and learning. For instance, the National Literacy Trust has a series of 'quick tips' for parents and practitioners to help babies with their talking and listening (NLT, 2011). These include 'Say hello to your new baby', 'Dummies and talking', 'Talk to your baby in your own language', and 'Making the most of television'. Each sheet is available in thirteen languages. The sheet 'Making the most of television' realistically suggests that watching television can be relaxing for children, just as it can be for adults. Repeated viewings of a much-liked video or DVD can be more beneficial to a child's language learning than much live television. It's best not to put a television in a child's bedroom, as it makes parental control and influence very difficult. Adults and children viewing programmes together, on the other hand, can stimulate talk and learning.