• Summary
  • Contents
  • Subject index

This book offers practical advice for early years practitioners on ways to work effectively with parents.” -CHILDHOOD EDUCATION

Involving Parents in their Children's Learning is the story of the pioneering work of the Pen Green Centre for children and families. Showing how early years practitioners can collaborate effectively with parents, the book includes case studies of parents and children who have attended the centre, studies which chart developments in learning for both children and parents. The book will inspire early years practitioners and offer them practical advice on ways of developing effective work with parents.

Drawing on their work at the renowned Pen Green Centre, the authors show how to:

support parents as their child's first educator; provide practical and psychological support to parents; involve fathers and male carers; share important child development concepts; support and extend children's learning; reach out to hard-to-reach parents

This New Edition follows up on the stories of people featured in the first edition, showing how they have progressed over the last few years. It also includes new chapters covering the headteacher's role in developing parental involvement programmes, how the Pen Green model has been applied in primary schools, and the use of parental diaries.

The book is essential reading for students on early years courses (BA, FdA, B.Ed), as well as practising early years professionals and senior management teams in primary schools.

Developing Evidence-Based Practice
Developing evidence-based practice

I would like to see the research world opening its doors much more fully to practice and practitioners, embracing the messy chaotic world of the young child and trying to work with it in order to understand it more fully.

(Pascal, 1996, p. 5)

As a committed group of reflective practitioners concerned with both institutional development and professional development, staff at Pen Green had naturally developed a commitment to the research process. Because the service we were offering was innovatory, there was a great deal of interest in the centre, from social scientists and educationalists in universities and research institutions both in the UK and overseas. Staff, parents and children grew accustomed to being the object of other people's research programmes. These ...

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