• 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.

Growing Together Groups: Working with Parents and Children from Birth to Three Years of Age
Growing together groups: Working with parents and children from birth to three years of age
ColetteTait

In this chapter we outline the development of Growing Together groups, which run each week for parents with children from birth to three years of age. These groups evolved as the result of the three-year research project, Parents’ Involvement in Their Children's Learning (PICL). In the PICL project, workers from the nursery met alongside parents whose children attended the nursery. The workers and parents watched video vignettes of the children in the nursery, and the workers shared theoretical frameworks with parents. Parents were able to share their specialised knowledge about their own child, and together workers ...

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