Understanding the Parent-Teacher Partnership in Early Childcare

This essay discusses the vital role of the parent-teacher relationship in early learning and childcare, emphasizing that collaboration between parents and teachers creates a supportive environment for a child's development. It highlights the benefits of this relationship for children, parents, and teachers alike, fostering a sense of security and encouraging open communication. The essay also identifies key elements such as respect, clear communication, cooperation, and active engagement as crucial for building strong parent-teacher relationships. Practical strategies for fostering these relationships, including regular meetings, open communication channels, and parental involvement in the classroom, are also explored. Ultimately, the essay underscores the importance of trust and mutual understanding in ensuring the child receives comprehensive care and support during their early learning phase.

Running head: PARENT TEACHER ASSOCIATION
PARENT TEACHER ASSOCIATION
Name of the Student
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Author note

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It is widely believed that parents and teachers constitute a very important part in a child’s
early learning and care experience. If teachers and parents cooperate together to bring positive
changes in a child’s education system and quality, then the three components of child, teacher
and parent are believed to experience more veneration, appreciation and assurance (Lemmer,
2013). The stage of early learning and care in a child’s life is extremely crucial in determining
and molding the character and intellectual personality of an individual. This essay outlines the
fact to attempt a detailed discussion upon the concept of parent teacher relationship in early
learning and childcare.
At times, when teachers and parents come together to make positive efforts in a child’s
journey to early education, it facilitates a wholesome environment for the concerned child to
learn and evolve. In accordance to many psychologists, parent- teacher cooperation is the best
method to corroborate that the child attains optimum potential in communal and comprehensive
development. In the phase of early learning and education, when children witness affirmative
interrelationships between their parents and their teachers, they instantaneously apprehend the
significance of nurturing healthy correspondences and relations (Bruce, 2012). It is understood
that children perceive familiarity and security when they are assigned under the care of those
teachers, who are visibly held in high esteem and regards by their parents. This in turn aids the
children to feel comfortableness and pleasance and thereby they can give their complete
concentration on learning. Moreover, parents are also believed to gain benefits from these
parent-teacher cooperative sessions. In general, notwithstanding the aptitude and the credentials
of the assigned teachers, parents feel apprehension when they place their children under their
care. This feel of consternation by the parents is a matter of common psychology and is deemed
as perfectly normal.

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However, the occurrences of intimate collaborative sessions between the parents and
teachers indirectly assure the parents of their children’s best interest and well-being, which in
turn further lessens their stress (Denham, Bassett & Zinsser, 2012). In addition to helping
children to excel in their learning programs and to provide them the best care, collaborative
parent-teacher sessions also assist in bringing ménages together. Parent teacher relationship in
early learning and childcare is a two-way traffic, as it proves highly advantageous to both the
involved parties. An enriching relationship helps in making the parents feel admired and revered
by the teacher as an educational instructor. Resultantly, when the teaching aptitude of the parents
are applauded and encouraged, the parents feel motivated to provide the best possible home
education to the children, which make it facile for their children to thrive and grasp knowledge
(Minke et al., 2014). On the other hand, when the teachers perceive that their professional
aptitude is effectively honored and relied upon, then they in turn can expend optimum time and
effort to rear the pregnable children in their protective care. Ultimately, it is evident that the child
receives the maximum fringe benefits in their early learning phase when close parent-teacher
relationship encounters occur frequently.
The fundamental concepts of parent-teacher relationship in early learning and childcare
are veneration, esteem, lucid communication, cooperation and engagement. The educational
establishments or the teachers must create occasions for intensive parent-teacher meetings. The
teachers must possess or develop the perception to welcome and embrace parents wholeheartedly
without looking at them through prejudiced lens (Golombok et al., 2014).The teachers must
internalize the fact that parents are the best caregivers and cognoscente of their own offspring.
Both the parents and the teachers must accept to know each other personally and it would be best

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if they were addressed by their names. Associating with every parent on an individual basis
rather than on a general basis would be much more rewarding and fruitful.
The teachers must offer encouraging and emboldening feedback to the parents so that
they can take actions to mitigate any negativity. The parents must always be kept on track
regarding any important news and data. The parents as well as the teachers must be responsive
and active towards any enquiry or query. The parents must feel free to talk to the teachers about
any child-related issue and the teachers in return must do that as well. The parents must be
allowed to access teaching materials such as study books, lesson videos and parenting journals
from the educational establishments or from the teachers so that they can promote positive
learning conduct at house. The last but not the least, the new age technique of holding open visit
style classrooms helps to provide an opportunity to the parents to participate and get involved in
their children’s early learning happenings (Strogilos & Tragoulia, 2013).
At the conclusion, from the above detailed discussion, it can be said that building honest
parent-teacher relationships takes gradual time and incessant transmission of information. Trust
is the most substantial factor in bringing parents and teachers together and cementing their
relationship. Undoubtedly, the children who are in their early learning phase benefits to a
massive extent when both the teachers and the parents exhibit the initiative to know each other
profusely within the boundaries of the professional terms and thereby extend their hands in
deliberative cooperation. Through this, the child receives vigorous care and support.

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References
Bruce, T. (2012). Early childhood education. Hachette UK.
Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of
young children’s emotional competence. Early Childhood Education Journal, 40(3), 137-
143.
Golombok, S., Mellish, L., Jennings, S., Casey, P., Tasker, F., & Lamb, M. E. (2014). Adoptive
gay father families: Parent–child relationships and children's psychological
adjustment. Child Development, 85(2), 456-468.
Lemmer, E. M. (2013). The parent-teacher relationship as partnership: a conceptual
analysis. Journal for Christian Scholarship= Tydskrif vir Christelike Wetenskap, 49(1_2),
25-54.
Minke, K. M., Sheridan, S. M., Kim, E. M., Ryoo, J. H., & Koziol, N. A. (2014). Congruence in
parent-teacher relationships: The role of shared perceptions. the elementary school
journal, 114(4), 527-546.
Strogilos, V., & Tragoulia, E. (2013). Inclusive and collaborative practices in co-taught
classrooms: Roles and responsibilities for teachers and parents. Teaching and Teacher
Education, 35, 81-91.