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.

Sharing Ideas with Parents about Key Child Development Concepts

Sharing Ideas with Parents about Key Child Development Concepts

Sharing ideas with parents about key child development concepts

This chapter considers ways in which parents can become involved in curriculum issues, describes the sorts of language and concepts the staff at Pen Green have been sharing with parents over a period of years, and looks at how to run group sessions and at what happens during those sessions.

Sharing Ideas with Parents

In 1990, Athey suggested, ‘Legislation cannot decree that parents and professionals should work together to increase knowledge of child development or to work out ways of how an offered curriculum might more effectively become a received curriculum’ (1990, p. 20). The notion of parents and professionals working together as equals on curriculum issues seemed a fairly ...

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