The Importance Of Teacher/Parent Partnerships:  Preparing Pre-Service And In-Service Teachers

Loughran, Sandra

doi:10.19030/tlc.v5i8.1239

Cited by 15 publications

(16 citation statements)

References 1 publication

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“…In contrast, families state that the capacity to form trusting relationships is of key importance and, unlike in other relationships, trust needs to be immediate (McGrath, 2007). Fundamental to this relationship is an understanding that the educator knows the child, likes the child (Loughran, 2008: 38), is genuine and authentic (Robson, 2006), and feels valued and needed (Swick, 2004).…”

Section: Family–educator Partnership Literaturementioning

confidence: 99%

The family–centre partnership disconnect: Creating reciprocity

Hadley

Rouse

2018

Contemporary Issues in Early Childhood

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The purpose of this article is to examine the disconnect happening in relation to family–centre partnerships. Developing partnerships with families is hotly debated and provides challenges for educators teaching in the early childhood sector. Using a comparative case study analysis, several research studies conducted in the states of New South Wales and Victoria, Australia, are examined to illustrate these disconnects. These issues are examined within Belonging, Being and Becoming: The Early Years Learning Framework for Australia, a national framework that is common to all programs across Australia, which identifies practice, principles and learning outcomes for young children. This disconnect is related to the language that is used by the early childhood staff and misunderstood by the parents, the ways communication occurs and its ineffectiveness. The article argues that there is a need to move beyond the current rhetoric of engaging in partnerships with families to a space that allows for transparency, reciprocity and new language.

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Section: Family–educator Partnership Literaturementioning

confidence: 99%

The family–centre partnership disconnect: Creating reciprocity

Hadley

Rouse

2018

Contemporary Issues in Early Childhood

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“…To build trust, the first impression plays a very important role. Therefore, teachers need preparation to deal with parents and establish good communication with them (Loughran, 2008) [6].…”

Section: Parent-teacher Partnershipmentioning

confidence: 99%

“…The effectiveness of cooperation between parents and teachers depends on both sides, how they communicate, create a comfortable and peaceful atmosphere, eliminate negative prejudices, be able to accept criticism, and be open to new ideas (Cooperation Between School and Parents, 2014) [7]. Loughran (2008) [6] explains, there are some things that need to be done to achieve good communication with parents namely: Organize your thoughts ahead of time, review written messages. 2) Make clear to each one that he or she is respected and is or her participation is encouraged.…”

Section: Parent-teacher Partnershipmentioning

confidence: 99%

“…Observing obstacles felt by RA teachers to build cooperation with parents is difficult to communicate with parents, on the other hand teachers still need expert help in communicating Islamic sex education to parents then the cooperation steps that can be done by teachers are: (1) At the beginning of acceptance Student teachers make a commitment to collaborate with parents for successful child education; (2) Developing school programs, including parenting programs; (3) Delivering the educational objectives in the RA in general and the special purpose of child protection from acts of violence; (4) delivering school programs and value content to be invested in children, including values related to sex education; (5) clear division of roles between parents and teachers in the development of all aspects of the child's personality and in sex education; (6) cooperation with experts in the delivery of sex education approaches for children for teachers and parents of children; (7) make a commitment to deal together if a case is found or a deviation of behavior in a child; (8) Building cooperation with psychologists and P2TP2A if any child becomes a victim of sexual violence. (9) Discusses the child's issues, including in the protection of children in the first quarter, second quarter, and third quarter.…”

Section: Wwmentioning

confidence: 99%

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Early Childhood Teachers Cooperation with Parents in Implementing Islamic Sex Education for Children

Erhamwilda¹,

Suhardini²,

Afrianti³

2017

Proceedings of the 9th International Conference for Science Educators and Teachers (ICSET 2017)

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The purpose of this study is to obtain a picture of the cooperation program of early childhood education teachers with parents in implementing Islamic sex education. The study used the qualitative approach with descriptive method, and deep interview technique. A total of 12 teachers of Islamic Kindergarten (RA) in Cianjur, West Java became the subject of research. The results show that not every teacher makes efforts to collaborate with parents in Islamic sex education for early childhood. For teachers who implement cooperation with new parents, they are limited to the rules that need to be established for children, but there is no specific program of cooperation in Islamic sex education. The study recommends a cooperation program of RA teachers with parents in carrying out Islamic sex education including: (1) objectives; (2) material; (3) methods; (4) media, and (4) protection of children from sexual violence.

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“…In studying teacher-caregiver relations, Lemmer, Meier and Van Wyk (2006) found that a child's educational development is a dynamic process, and teachers and caregivers should ideally work together for the ultimate benefit of the child. Such a partnership ensures that the school and the family collaborate in closing the gaps that exist between what the school intends to achieve and what the community expects of their children's education (Lemmer, Meier, and Van Wyk 2006;Loughran 2008). However, not having the confidence and skills to forge such a partnership could hinder the collaborative process (Menheere and Hooge 2010).…”

Section: Introductionmentioning

confidence: 99%

Illiteracy among Caregivers: Implications for Children's Educational and Social Development

Makunga

Schenck

Roman

et al. 2018

SAJSWSD

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The ability of primary caregivers to provide a healthy, nurturing and stimulating environment for their children is essential for children’s educational advancement and emotional development. However, caregivers who live in the rural areas in South Africa face many challenges, ranging from acute poverty and limited education and skills to feelings of social inadequacy and marginalisation. These factors directly and indirectly affect their ability to care for children and thus these children’s educational progress and future economic and social prospects. This article describes the experiences of illiterate caregivers in the Eastern Cape, South Africa, in attempting (or otherwise) to assist the children in their care with their schoolwork. An exploratory study was conducted in the village of Ku Jonga in the Eastern Cape’s rural Coffee Bay, which used focus groups comprising caregivers and teachers. Among the findings was that many children’s lack of educational advancement in the school system has complex origins, but that the illiteracy of their primary caregivers (which results in their inability to help with schoolwork or to provide the motivation or environment for learning) is a leading cause. A key conclusion was that caregivers, teachers and external stakeholders (for example the government and civil organisations) need to work together to arrive at a common understanding of the specific problems and priorities of rural communities, particularly with regard to education, and to introduce practical initiatives to help these communities become more motivated, productive and self-sustaining.

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The Importance Of Teacher/Parent Partnerships: Preparing Pre-Service And In-Service Teachers

Abstract: The importance of a good parent-teacher relationship has been well documented. The author presents a guide to getting parent-teacher relationships started in the right direction and then maximizing the benefits of their interactions.

Cited by 15 publications

References 1 publication

The family–centre partnership disconnect: Creating reciprocity

The family–centre partnership disconnect: Creating reciprocity

Early Childhood Teachers Cooperation with Parents in Implementing Islamic Sex Education for Children

Illiteracy among Caregivers: Implications for Children's Educational and Social Development

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