“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.
Chapter 8: Dialogue and Documentation: Sharing Information and Developing a Rich Curriculum
Dialogue and Documentation: Sharing Information and Developing a Rich Curriculum
In this chapter, we describe:
- the conditions under which a dialogue can develop between parents and nursery staff, and nursery staff and other early childhood professionals;
- the way in which information about children's learning at home and at nursery can be shared, and common understandings negotiated through the Pen Green Loop; and
- the development of a range of documentation and its use as a critical tool for communication with parents, and for staff development.
Practice needs theory and theory needs practice, just like a fish needs clean water. Practice apart from critical reflection, which illuminates the theory embedded in practice, cannot help our understanding. Revealing the theory embedded in ...