Jq2 kindergarten – a garden for children and parents

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This paper explores why it is necessary to encourage parent participation and parents and teacher's perceptions about parent participatio. The paper provides lots of ideas on how to involve families plus lists the benefits to all stakeholders.

Published in: Education, Self Improvement
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Jq2 kindergarten – a garden for children and parents

  1. 1. Author – Janette Quince Kindergarten A Garden ForChildren and their Families
  2. 2. Introduction Contour banks –– Early Years Learning Framework– Queensland Kindergarten Guidelines– C & K building WaterfallErosion occurs Parents give reasons why they are not involved Teachers also have reasons why they do not encourage parent participationLots of ideas on how to build contour banksFinally the benefits - Fertile land where a kindergarten can thrive
  3. 3. The Early Years Learning Framework oPartnerships oWelcoming environment oValue and respect diversity oRecognise connections between children, families and the community o‘children learn about themselves and construct their own identity within the context of their families and communities’ o‘children are connected with and contribute to their world’
  4. 4. C & K Building WaterfallsUrges educatorsto ‘affirm and foster meaningfulpartnerships with families and thecommunity’In consultation with the children’sparents and team members, developa sound inclusive education and careprogram founded on the principles ofchild development theories andknowledge of the children in thecentre.
  5. 5. Queensland Kindergarten Learning Guidelines• ‘building inclusive partnerships’ by ‘involving and drawing together the experiences, beliefs, practices and social and cultural knowledge of many individuals’• all partners should ‘have a voice and share in the decision making...[in order to] feel empowered and connected with others’
  6. 6. EROSION OCCURS – parents attitudes• Lack of time• Lack of parking spaces• Not wanting to take up teacher’s time• Centre is the domain of the teachers and children
  7. 7. More erosion occurs• Lack of understanding of cultural differences• Aboriginal parents may lack ‘confidence and skills’ when communicating with educators• may not trust or understand the service
  8. 8. Further erosion happensLower economic status• Aboriginal people are among the most disadvantaged groups in Australia. May not be able to afford transport, lunches, clothes, telephones or a computer.• Absenteeism may be a further problem
  9. 9. Teachers’ attitudes cause erosion also• Disruption to routines and curriculum teaching• Shortage of time to communicate with parents• inconsistencies between the teachers’ beliefs and practices
  10. 10. Teachers’ Perception of theChild’s Culture Causes Erosion• difficulty understanding all cultures• culture does influence on a child’s learning• Lack of communication about how children can be connected to their families while in an early childhood centre
  11. 11. Staff beliefs relating to theproposed change at centres must be nurtured in order for it to be fully supported.
  12. 12. Contour banks – ways to involve parents• Open communication – spontaneous or planned – Newsletters – Parent handbook – conversations – Emails – Interviews
  13. 13. More contour banks• Assistance with excursions• Taking a leadership role on the committee• Attending meetings• Fundraising• Volunteer in the room
  14. 14. Extra contour banks can be built• Guided participation• Sharing of skills
  15. 15. Contour banks - Portfolios• More than a collection of information• Social sharing that enriches learning and understanding of learning dispositions and educators interactions with children.• The child and family members may contribute content that reflects experiences outside the setting
  16. 16. Further contouring• teachers are urged to see parents as collaborators and to gain knowledge from parents about their child as this will complement the staff’s knowledge and therefore be a great resource
  17. 17. Contour banks – timetabling activities should be flexible• Some Family activies could be held in the evening.
  18. 18. Making contour banks by building bridges• Welcoming families• home-to-program connection
  19. 19. Fertile land• Teachers and parents appreciate each other’s role, promotes the exchange of information and enhances children’s learning• Parents remained involved in their child’s education• aided ‘school achievement and retention’
  20. 20. Fertile land• enjoy benefits such as maternal employment, increased self confidence and lower depression levels
  21. 21. Conclusion• Frameworks and curricula all urge educators to involve parents• Erosion occurs due to parents’ busy lifestyles• Teachers also cause erosion and may not want parents to be involved as the classroom is their domain
  22. 22. • Parents can be involved in many ways from – Communication – Assisting with excursions – Leadership roles – Sharing their expertise – Contributing to portfolios – Sharing their child’s interests, talents wants and needs with educators
  23. 23. Contour plans enable thekindergarten to be rich and fertile and truly a place where kindergartenchildren and their families are able to grow andContour plans enable the kindergarten to be rich and fertile and truly a place where kindergarten children are able to prosper grow and prosper. .

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