MR503 Childhood Education Essay: Significance of Partnerships

This essay provides a critical analysis of the significance and effects of collaborative partnerships involving young children and their families in early childhood education, drawing on academic and research-based literature. It examines the benefits of collaboration, such as increased creativity and efficient resource allocation, and discusses the importance of family involvement in enhancing children's knowledge, communication skills, and overall educational outcomes. The essay also explores the positive impacts of partnerships on institutions, highlighting how they can foster specialized education and improve the understanding of children's behaviors. Furthermore, it identifies key principles for child education centers, including enhancing cognitive, social, and physical development; providing integrated services; and utilizing social media for awareness, offering practical examples for each principle to illustrate how they can build resilience and support positive outcomes for children and their families. The essay also addresses challenges in implementing these partnerships, such as selecting appropriate partners, and emphasizes the importance of adapting strategies to meet diverse needs.

RUNNING HEAD: CHILDHOOD EDUCATION 0
COLLABORATIVE PARTNERSHIPS

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Collaborative partnerships are agreements and actions made by consenting organizations
to share resources to accomplish a mutual goal (Boylan & Dalrymple, 2009). Collaborative
partnerships rely on participation by at least two parties who agree to share resources, such as
finances, knowledge, and people. Therefore, the organization and institute face various benefits
through collaboration which includes this can help in increasing creativity and also supports in
allocating the resources in effective manner (Bradley & Kibera, 2006). Therefore in this essay
critical analysis is done to understand the significance as well as effects of collaborative
partnership with young children and families. The principles are also developed through
analyzing which includes “Raise social, physical and development”, “Giving more integrated
services to the young children and families” as well as “spreading awareness through social
media” so that positive outcomes will be achieved. Further, the importance of working in
collaborative partnership with young children and families is discussed.
The collaboration of young children and families in child education centers increase the
knowledge and communication skills of the children because through this it will maintain more
corporation and support in the centers. The families can also encourage the children to show the
efficiency because through collaborating families can also provide opinions and ideas regarding
children education (Clarkin-Phillips, 2012). The studies also describes that there are some other
importance which includes that it also helps in allocating the resources in efficient manner by
effectively allocating the resources and funds to increase the education for the children (Dupuis,
2010). The studies describes that there are various quality child centers which maintain the
relationship with the youngsters and their family to increase the relationship and to maintain trust
among the children (Dupuis, 2010). In New Zealand due to providing the education, health
benefits and other assistance to the family and young children the social development is also
increased in the economy (Duncan, 2006).
The collaboration with the young children is important because it increases the creative
and innovation in the education centers because of young children provides innovative ideas and
knowledge which education care can use to increase the education system, policies and strategies
in the centers (Dupuis, 2010). Therefore in New Zealand centers collaborate with families and
young children by ensuring that they are highly specialized in particular field and should be
appropriate and proficient in maintain the diversity of the children so that they can maintain

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discipline and providing better education to the children and can also maintain coordination
between the centers and child education agencies (Guo, 2012). The study also revealed that it is
also significant because in raise the communication skills, problem solving skills and allow the
children to increase the abilities and capabilities of the children (Gunn, et al., 2004). The
importance is that child education increase the motivation level of the families and develops
young children which can rise their standard of living and allow them to increase the competitive
ability among the children (Gunn, et al., 2004). Further, the effects of increasing collaboration
with youngsters and families are discussed.
The study describes that working with young children and their families effects the
functioning and operations of the institutions positive manner it is because this increases the
efficiency in the organization and allow the experts to provide efficient education according to
needs and requirements of the children (Guo, 2012). Researches also revealed that through
working with competent youngsters it helps the center to provide highly specialized education to
the children and to develop various strategies which can help the education care to understand
the behavior of different students so that education is provided to them according to their needs
and requirements (One, 2011).
Therefore there are good effects of making young children as well as their family’s
partners, in New Zealand develop good network and maintain relationship with the families
(Sanders & Munford, 2010). So that all the community that is education centers, young children
as well as families work together in constructing the social capital (O’Brien & Salonen, 2011).
This also support centers and families together cope and overcome the difficulties in uncertainty
as well as unique circumstances (Littlecott, Fox, Stathi, & Thompson, 2017). The estimation also
describes that working and involving more agencies, families and young children leads in
providing more conflicting ideas, opinions and information according to the needs and
requirements (Littlecott, Fox, Stathi, & Thompson, 2017).
There is positive relationship between the collaborative partnership with young children
and families and providing better education to the children. Therefore, most of the studies
demonstrate that centers also provide various supports by demonstrating the good and efficient
policies as well as practices for the low-income families (Patel & Agbenyega, 2013). The parents
and family revealed that education centers provide financial assistance to the families by

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providing income and work to them and it also develop the skills, abilities and capabilities of the
young children to attain their personal goals (Pryor, 2010). The recent estimation describe that in
New Zealand child centers organize policies and practices to provide support up to 28 families it
is because they are facing health and financial issue (Clarkin-Phillips, 2012).
The findings of the study also revealed that there are also various issues which education
centers faced while collaborating with young children and through their families which includes
selecting the appropriate person and family (Gallagher, 2016). It is because of diversity of the
population and due to different behavior, attitude and experience of young children and family
(Pryor, 2010). Therefore, the studies estimate that due to increase in the families and young
talent in New Zealand education center find challenge in collaborating with the families as well
as young children. Further, the principles which child centers can follow are discussed.
The principle is the general guideline which education centers can adopt due to increase
their operation and for increasing the services and assistance for the families and also for young
children so that centers can support lower income families (Rigg & Pryor, 2007). The first
principle which child education care can adopt is “Increase cognitive, social and physical
development”. To overcome the challenges child education centers can increase the collaborative
partnership by organizing the problem and spreading awareness about increasing “the cognitive,
social as well as physical development” of the families and young children (Gallagher, 2016).
It is because this can support them to increase the understanding of the families as well as young
children so that their capabilities and abilities develop (Sanders & Munford, 2010). For examples
to develop the people child education centers in New Zealand can collaborate by organizing
programs and training sessions and workshop so that various lecture is provided to the family
this can increase the mental health and physical ability of the young children and family (Patel &
Agbenyega, 2013).
The other example is that child centers can also support follows this principle by
involving more young children and their families to participate in the activities organized by
child centers (Gallagher, 2016). It is because through this they can increase their thinking
capabilities and capabilities and can also increase the decision making skills of the young
children (Gunn, et al., 2004). Therefore through this they can perform various activities which

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can provide support to their family members (One, 2011). The studies describes that the growth
and development of the young children and families can only be attained by collaborating with
them through programs and open meeting (Sanders & Munford, 2010).
This principle is benefited and allows the child centers to raise the bond by developing
the environment where the families and young children can build their relationship with other
families and staff members. Through this the cognitive and social development of the families
and youngsters will be achieved (Stonehouse, 2011). Therefore through this more collaboration
among the centers, families and young children will be increased (Clarkin-Phillips, 2012).
Through this they can also maintain the relations with various diverse groups and communities.
This can support them in reducing their stress level so that they can learn the things in efficient
manner (Littlecott, Fox, Stathi, & Thompson, 2017). This is most suitable principle to the child
education care in New Zealand because the studies describes that more stress and problem
mental health disturb the family and young children to increase their learning and education
(Pryor, 2010). It can also support the center in increasing the activities of physical and social
development by getting the opinions and ideas of different youngsters and families (Stonehouse,
2011). This principle can build resilience and support positive outcomes for young children and
their families.
The second principle which can also follow by the education care include “providing
more integrated services to the young children, families as well as parents” (Bradley & Kibera,
2006). In this centers can change the structure, patterns and ways in which need and
requirements of the family as well as young children are met (Guo, 2012). It is because the
estimation describes that only financial assistance does not met the requirement of the families,
the other needs will also to be taken into consideration (Stonehouse, 2011). The studies also find
that the psychological needs of the parents and young children should be met to maintain the
motivation of the families and young children. This can also support in contributing towards the
development of the economy because of developing the society in efficient manner in New
Zealand (Rigg & Pryor, 2007).
Therefore the study provides positive social development outcomes in which the basic
needs and requirement will be achieved (Guo, 2012). For example to adopt this principle
education centers maintain more collaborative partnerships with the young children and their

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families (Sanders & Munford, 2010). Therefore, through this more involvement centers allow the
families and young children who are partners of the centers to maintain more relationship and
network with other families and staff in which early child centers can collaborate the families
with specialists, welfare professionals, and teachers as well as other local communities (Patel &
Agbenyega, 2013). It is because through this families and young children get the assistance for
the problems and can get the guidance for other facing issues so that their problems can be
solved (One, 2011). While following this principle child education can also provide resources to
the specific families and young children which have lower income in New Zealand.
The other example is that while adopting this principle child care in New Zealand can
increasing the linking factor. In this centers can increase the connection with the other
institutions and agencies (Stonehouse, 2011). It is because through this the families and young
children can get the financial assistance when needed (Dupuis, 2010). This can also overcome
the problem of increasing burden among the child centers about providing more finance because
of increase in families (Bradley & Kibera, 2006). Therefore through this the basic needs of the
families and young children will be achieved and objective of child care is also achieved in New
Zealand. This strategy of increasing connection will be achieved by encouraging the families and
young children to attend meetings and increase the relationship with the agencies which all are
connected through the system of children and family center (Bradley & Kibera, 2006). This can
support the centers to construct confidence among the young children and families and to get the
positive results (Boylan & Dalrymple, 2009). This can also increase the standard of living of
several families as well as youngsters in New Zealand.
The third principle which children care can adopt is they can spread awareness through
social media regarding the young children and family’s education as well as health issues. It is
because about 90% of the population in New Zealand is active on social media (One, 2011). This
can help the center in increasing their donations and subsidies so that through this funds and
resources centers raise collaborative partnership and provide more health benefits to the children
and their families (Gallagher, 2016). The studies describes that about 50% of the young children
are facing from health problems (Duncan, 2006). This can help in providing free and quality
services to them. For example, this can done through educating the whole society and other
centers about the services and issues the young children and families are facing, this can

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overcome the centers issue about lower financial resources in New Zealand (Patel & Agbenyega,
2013). It is because through this contribution and donation can be increased by other institution
for offering free treatment and medicines to the young children as well as families (Littlecott,
Fox, Stathi, & Thompson, 2017).
The other example is that this principle can also follow through organizing programs and
workshops. The children education centers can also distribute the pamphlets this can also help
the care center to educate and spread awareness among large number of population (Clarkin-
Phillips, 2012). This can also support young children and families to increase their standard of
living and to live healthy life (Stonehouse, 2011). It is because through the donated financial
funds centers can organize more specialized experts so that they can provide quality treatment to
the patient (Gallagher, 2016). This principle is also important because the studies revealed that
not much of the health services are provided by the centers which increase the health problems
among the young children in New Zealand (Sanders & Munford, 2010). The families are also
facing more problems due to increase in mental health (One, 2011).
These principles can benefit all young people, families and education centers to achieve
and accomplish the basic necessities. This can increase the standard of living, resources and
provide better service and assistance to the teenagers and families (Rigg & Pryor, 2007). This
can raise the collaborative partnership with the young child and families because through more
awareness large number of families wants to collaborate with children education care (Duncan,
2006). Therefore, to overcome the issues children centers can also follow other principles which
includes they can also develop the philosophies of team work and equality. So that services will
be provided in equal manner and this can also reduce discrimination in New Zealand (Bradley &
Kibera, 2006).
From the above it is concluded that collaborative partnership is considered the approach
in which activities of the institutions are shared among the parties such as young children and
children education centers. It is because this can help in providing efficient outcomes. Therefore
while collaborating with the young children as well as family’s children centers can increase the
creativity and innovation in the centers. The studies also demonstrate there is positive influence
of providing efficient services to the teenagers and their families. The center also faces some
issue which is overcome through adopting some principles which include raising physical and

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social growth and increasing awareness in New Zealand. This can support the centers in raising
the collaboration and develop youngsters and their families in New Zealand.
References

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