The Necessity of Parent and Community Cooperation and Collaboration in Early Childhood - Report Example

The Necessity of Parent and Community Cooperation and Collaboration in Early Childhood submitted The Necessity of Parent and Community Cooperation and Collaboration in Early Childhood The relationship between families, community and early childhood programs is of crucial importance to both the parents and the children. At one level, it has been reported that in the United States, the field has a long and distinguished record in regards working together with the community and the families in providing effective education programs. It has also promoted in a consistent manner a view of parents as valuable partner in providing education to the younger generation. This has been done through the implementation of more innovative programs designed to engage families and the society at large. At deeper level, there is a substantial disparity between and within varied types of early childhood programs in the quality of correlation with parents ((Epstein, 2005). Moreover, recent developments provide assurance that this state of affair is likely to improve. Increasingly, it is anticipated that high quality early childhood programs will engage the parent and the community or family-centered early education to mutually create a proper environments for children’s learning and development. This study seeks to support the notion that parental and community collaboration and cooperation is very essential in early childhood education. In order to understand this issue and address it affectively, it is vital to answer the following questions: a) how do differences of alteration in society and families have impact on children and early childhood programs? b) Why is parent/family and community involvement essential in early childhood programs? c) What are the benefits that accrue to parental and community involvement in early childhood programs? And finally, d) How can early childhood professionals encourage and support programs for involving families and communities? In the event that the above questions are addressed in the most appropriate manner; then we can be able to understand how important it is to engage both the parents and the community in early childhood programs. To begin, it is essential to note that parental or community involvement should not only be limited financing or volunteering to the schooling programs of the children. As a matter of fact, legislation extends the right of parents and community to be involved in the daily running of the school programs through continued support and participation in the school’s governing structures ((Powell, 2009). As much as this partnership creates a framework for formal parent involvement, however, home-school partnership should not be restricted to this. For instance, if we focus on the University of South Africa, they saw the need to introduce a Certificate in Parent Involvement in order to prepare teachers to implement effective school, family, community partnerships. Changes in the society are also likely to influence the manner in which early childhood programs are governed. In this regard, it is vital to design the curriculum around the Epstein model of family and community and school partnerships (Epstein, 2005). This is because the early childhood field’s interest in parental involvement is based on various powerful ideas in regards to parental or communal responsibilities and influences. Indeed, early childhood programs aimed at shaping the relationship between parents, community and schools should actively support the parents to maximize program impact on children (Bredekamp, 2007). This is an idea that has been consistently bolstered by theories and scientific evidence that seeks to highlight on the lasting impact of families and communities on the development of the child. Parents have also been acquainted with the understanding and the apprehension of program goals and curriculum that seeks to promote the healthy child development. This is usually done through parenting education strategies. Secondly, another powerful idea emanates from the United States’ long-standing tradition of endorsing cultural diversity, religious, and ideological principles in child rearing matters accompanied by the right of parents in decision affecting the child. The U.S. proclivity for child care policies emphasize that the parent has the choice on early childhood options to chose either to take the child to full-day child care or not. This is a provision that allows parents to make informed decisions in the process of selecting an appropriate early childhood program for their child. This second idea’s influence is advanced by societal interest in the ever-changing societal landscape characterized by the increased single-parent households, mothers who work outside the country, racial/ethnic, and linguistic differences of various communities (Bredekamp, 2007). The other idea is that the strength of the family also has to be marshaled towards optimal development of both the parents and the child and this must be supported by the community. This concept is supported by the flow of social or mutual support, the resilience of families in difficult situations, and finally the benefits associated with building strength in efforts to promote the well being of families and individual children. The latter two ideas mark the basis of an emerging set of expectations of early childhood programs with the aim of accomplishing the following: a) fostering mutually considerate and reciprocal relationships between staff and families, b) to be culturally and socially relevant to the families that the parents serve, c) to function as link between families and other services in the society, and d) to empower parent with relevant information that will in turn promote optimal engagement of child-rearing roles (Powell, 2009). Nevertheless, parents and families are of great significance when it comes to early childhood programs. According to many different researchers and scholars, and their research and findings, it is apparent that a larger extent of success relies solely on parents and families. Hence, there are many benefits of involving parents and families in early childhood programs. When parents are involved in education of their children, it is obvious that both parents and children are probable to benefit. When parents and families are involved in children’s education, children develop high degree of self-esteem which enables them to perform well. Involvement of parents and families in early childhood programs also facilitate children’s academic achievement since they always aim high (Epstein, 2005). According to Berger (2005), children who feel lonely or neglected by parents and families usually record poor performance in their academics. They also tend to disrespect their parents leading to family disputes among the two. Berger further affirms that involving parents and families in early childhood programs also helps parents to develop positive attitudes towards schools (2005). This is because some parents have been observing schools as time resources wasting hence preferring to enroll their children directly in course learning other than in normal schooling process. Lastly, involving parents and families early childhood education provides both parents and children with a better understanding of the schooling process hence helping children to set high goals and performing better. With the increased need to involve families and communities in early childhood education, early childhood professionals have come up with numerous means of encouraging and supporting programs for involving families and communities. For instance, they have come up with different programs that involve parents, guardians, and the entire community. On type of parental involvement is school-based and consist of taking part in parent-teacher conferences and functions, and receiving and responding to written communications from the teacher. Parents and community can function as school volunteers for the lunchroom or library, or as classroom aides. In one study, it was reported by nearly all teachers that they usually talk with children’s parents using all means possible. These techniques of communication in addition to requests for parents to review and sign homework, were most often used to involve families and communities (Bredekamp, 2007). In sum, the relationship between parents, community and early childhood programs must be improved in order to ensure that children gain quality education as a result of connection with parents and the community (Powell, 2009). As I take my position that I support the relations of parents, community, and early childhood programs; I must admit that there is considerable variation. I therefore conclude by indicating that the advances in program efforts geared towards forming responsive connections with families and communities require a systematic understanding of the current state of affair in various families. We must also understand the condition whereby family-centered practices allow early childhood programs and families to collectively support the optimal development of the child. References Berger, E.H. (2005). Parents as partners in education: Families and schools working together. Englewood Cliffs, NJ: Merrill. Bredekamp, S. (2007). Developmentally appropriate practice in early childhood programs serving children from births through age eight. Washington, DC: NAEYC. Epstein, J. (2005). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76(9), 701-711. Gestwicki, C. (2008). Home, school, and community relations: A guide to working with parents. Albany, NY: Delmar. Powell, D.R. (2009). Families and early childhood programs. Washington, DC: NAEYC. Read More