Family Partnerships in Early Childhood

This assignment delves into the significance of strong partnerships between early childhood educators and families. It emphasizes the role of families as primary teachers and highlights the benefits of collaborative approaches in supporting children's growth and development. The paper discusses strategies for building effective family-school relationships and creating inclusive learning environments that value diverse perspectives.

Running Head: PERSPECTIVE ON WORKING IN PARTNERSHIP WITH FAMILIES 1
Perspective on Working In Partnership With Families
Name
Institution

PERSPECTIVE ON WORKING IN PARTNERSHIP WITH FAMILIES 2
Perspective on Working In Partnership With Families
Introduction
Early childhood care and education have a profound impact on the long-term
development, educational outcomes and well-being in the life spans of children across Australia.
The quality of a childhood program is determined by the relationship between the educators and
the parents or family in educating and caring for the young children. It must be recognized that
families are the most influential teachers that children encounter in their lives and thus play a
pivotal role in shaping the future of their lives.
“It takes a village to raise a child”.(Anderson & Johnson 1994, p.6). This legendary
African proverb that means that to raise children, it takes more than loving parents, the
community as a whole must be committed to their well-being. To provide high-quality education
and care, it is essential to have positive partnerships between the childhood educators and
families, working together for mutual good and benefit of the children. Partnerships entail
establishing of community where everyone including children with developmental delay or with
a disability can make a valuable contribution and have a sense of belonging. There are different
types of family setups which good working partnerships need to be developed and nurtured by
the early childhood educators (Reichow, Boyd, Barton & Odom, 2016, p.12).
Collaborative partnerships
This involves communication and cooperation between family members and educators
working together with a common goal. Collaborative partnerships are important for various
reasons; respect for the family makes the child’s identity stronger while enhancing their learning
and giving them a sense of belonging, families bring more insights that offer a better

PERSPECTIVE ON WORKING IN PARTNERSHIP WITH FAMILIES 3
understanding of the child as well as their community and culture (Baker & Manfredi-Petitt,
2004, p.2).
Each and every family may be unique in its own different ways making it difficult to
form partnerships but will have common attributes. They must nurtured in an environment that
is:
 There must be mutual trust and honesty among the stakeholders
 There must exist respectful free communication with each other
 Partners must be involved in shared decision-making
 Roles and responsibilities of each must clearly be defined
 Value of each other’s knowledge and experience of each child
 Must be willing to negotiate and compromise
 Tension and conflict resolution must be one of the commitments
Practices that establish and strengthen collaborative partnerships
Procedures, policies and day to day practices must be geared towards giving priority to
partnerships with families; and create a sense of respect and welcoming at the first point of
interaction with the family and let them know how keen you are to know the needs and wants of
their child.
Make sure that during enrollment and orientation procedures, communication about
partnerships takes a center stage and offer various ways for families to contribute and get
involved in the service while reflecting on the ways to foster partnerships (Porter, 2008,p.12).

PERSPECTIVE ON WORKING IN PARTNERSHIP WITH FAMILIES 4
Conclusion
When caring and respectful relationship are established with families and children by
educators, they work, develop curriculum, learning experiences that are relevant to the children’s
local context. This in turn gradually expands the understanding and knowledge of the world by
the children. The partnerships must have a shared aims or goals—what is best for the child.

PERSPECTIVE ON WORKING IN PARTNERSHIP WITH FAMILIES 5
References
Anderson, H., & Johnson, S. B. W. (1994). Regarding children: A new respect for childhood and
families. Louisville, Ky: Westminster John Knox Press. Retrieved from
https://books.google.co.ke/books?id=Hz5T4H6GoXAC&printsec=frontcover&dq=Regar
ding+children:+A+new+respect+for+childhood+and+%09families&hl=en&sa=X&ved=0
ahUKEwjy- u750e3WAhUJerwKHQQlDy4Q6AEIJjAA#v=onepage&q=Regarding
%20children%3A %20A%20new%20respect%20for%20childhood%20and
%20%09families&f=false
Baker, A. C., & Manfredi-Petitt, L. (2004). Relationships, the heart of quality care. Washington,
DC: National Association for the Education of Young Children. Retrieved from
https://store.naeyc.org/sites/store/files/TOC/156.pdf
In Reichow, B., In Boyd, B. A., In Barton, E. E., & In Odom, S. L. (2016). Handbook of early
childhood special education. Retrieved from
https://books.google.co.ke/books/about/Handbook_of_Early_Childhood_Special_Educ.ht
ml?id=heR6DAAAQBAJ&printsec=frontcover&source=kp_read_button&redir_esc=y#v
=onepage&q&f=false
Early Childhood Intervention Australia Code of Ethics. Available at
http://www.ecia.org.au/information.htm
Porter, L. (2008). Young children's behaviour: Practical approaches for caregivers and
teachers. Marrickville, N.S.W: MacLennan & Petty. Retrieved from
https://books.google.co.ke/books?id=nirBAxuKkP4C&printsec=frontcover&dq=Young+
children%27s+behaviour:+Practical+approaches+for+caregivers+and+%09teachers&hl=
en&sa=X&ved=0ahUKEwiGs7Od0u3WAhXFjLwKHeqOAgkQ6AEIJjAA#v=onepage

PERSPECTIVE ON WORKING IN PARTNERSHIP WITH FAMILIES 6
&q=Young%20children's%20behaviour%3A%20Practical%20approaches%20for%20car
egivers%20and%20%09teachers&f=false

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