‘I understood the complexity within diversity’: preparation for partnership with families in early childhood settings

Abstract

Partnership between parents and teachers' is a taken-for-granted feature of the philosophy and practice of early childhood education. Yet, the literature suggests this rhetoric belies a more complex and problematic reality for teachers. Making connections with the families and communities they will serve may help teacher education students confront understandings of the realities of family lives and assist them to prepare for their professional responsibilities. Teacher education literature suggests that supported field experiences may assist student teachers to examine their beliefs and reflect on their practices with families. This paper reports on the experiences of student teachers who undertook a community placement in order to interact with children and families outside their normal range of teaching practice experience. Three themes of changes in student learning are discussed: (1) beliefs about partnerships; (2) notions of complexities within diversity; and (3) developing relationships with diverse families. The paper argues that the change in placement setting prompted student reflection in relation to these themes and shifts in beliefs, towards more authentic and complex understandings of partnership.

Educating preservice teachers for family, school, and community engagement

“…First, as noted above, the establishment of personal relationships with community members helped students move beyond 128 M.P. Evans stereotypical assumptions based on race or culture (Blasi, 2009;Hedges & Lee, 2010). But, coupled with this newfound personal awareness was a deeper understanding of diversity within families (Norris, 2010;Novak, Murray, Scheuermann & Curran, 2009).…”

“…The studies in this review illuminated the myriad forms of bicultural parenting that occur based on race, culture, socioeconomic status, and sexual orientation (Turner-Vorbeck, 2005). A more nuanced understanding of diversity helps preservice teachers focus on the importance of developing individual relationships with families instead of generalized classroom practices (Baumgartner & Buchanan, 2010;Hedges & Lee, 2010;Stoddard et al, 2011).…”

Teacher Training and a Participative Culture in Schools: Keys for Encouraging Family-School Partnership

“…Los cambios en el modo de vida de padres y madres (en la estructura y en la dinámica, en su composición o en el desempeño de los roles) afectan a las peticiones que éstos demandan de la escuela. De ello se deriva que los educadores deban estar especialmente preparados para favorecer este encuentro con las familias, que puede ser incluso más difícil que en otros momentos (Hedges y Lee, 2010). Por una parte, la escuela necesita ser consciente de lo que suponen estos cambios familiares para poder responder con estrategias adecuadas que hagan viable su relación en cualquier situación (Fagan, 2013).…”

Co-production in primary schools: a systematic literature review

“…There is a positive change in teachers' attitude towards school-family partnerships after completing such programmes (De Bruı¨ne et al, 2014;Hedges and Lee, 2010). Treatment group members articulated a theoretical and practical understanding of the benefits of family involvement.…”