Partnering with families to promote learning

Abstract

The family is a child's first teacher. More specifically, families are both the first site and the first agents of learning: this means that learning happens within the family setting and through interactions with family members. Children are not merely passive recipients of information (see also Chapters 1, 3 and 4). They are active participants in the process of learning and children both affect, and are affected by, the environment in which they learn. As a result of this multidirectional process, it is essential for teachers to support families in promoting children's learning and development, and working collaboratively with families is a key part of an effective teacher's practice. In the early childhood profession, this is often referred to as ‘family-centred practice’.

This chapter will address three important considerations when working with families. It sets out how the crucial role played by families in advancing young children's learning is reflected in various documents that guide early childhood practitioners. It explains what research tells us about the importance of the home learning environment for child development. Finally, the chapter suggests practical strategies for establishing and maintaining effective relationships and coaching family members in everyday techniques that support young children's learning.

In addition, three case studies will be presented. The first case study offers an example of a policy perspective on partnerships in learning with families. The second case study describes current research exploring the important influence of the home learning environment and how teachers can support parents in supporting children's learning. The third case study focuses on the Families as First Teachers (FaFT) Program, initiated in the Northern Territory, and demonstrates how families working alongside formal school settings are both supporting family interactions with schools and school personnel, and thereby enabling families and schools to collaborate in supporting individual children as they transition into school.