Working in partnership with parents in the Early Years
Foundation Stage (EYFS) has similarities and differences with the partnership
with parents within Primary Education. There has been research into different
aspects of parental partnership and how best to involve all parents, so that
they are included in their child’s development throughout the education system.
Although there are some difficulties which arise within the partnership, there are sometimes barriers which occur within the home-school partnership, but it is not always the matter of hard to reach parents. Sometimes the problems occur on the practitioners side, supporting this Bryans(1989, pp.39) states “teachers often do not have sufficient training… and may draw up an arbitrary line of defence to keep the parents away”
“No two parents, no two children, are the same” (Pugh, 1989, pp.16). It is vital that in the EYFS the differing needs of both the children and the parents are met through the partnership, some parents may be unable to attend the establishment due to varying factors, and different aspects of life may be barriers, such as work.
The EYFS sets standards for learning development and care
of children (https://www.gov.uk/early-years-foundation-stage, 2014) is mainly achieved through the partnership between the
organisation and parents or people at home. However in comparison there is
still the aspect of inclusion of parents through updates and meetings with staff
on a regular basis to discuss and evaluate their child’s progress in Primary
Education; this is slightly different to the EYFS, “Most settings encourage
parents to spend time in the setting throughout their child’s time there”
(Drake, 2006, pp.121).
The partnership with parents is both vital in the
EYFS and within Primary schools. However the partnership within the two
different stages has different strategies for involvement. In Primary schools
parental involvement is more home based as opposed to in the EYFS it is more
institutional based.
No comments:
Post a Comment