In the beginning of 2013, I have been thinking about my new year resolution in relation to my work as an early childhood teacher. The workshop I attended yesterday inspired me to deliberate on the true meaning of working in partnership with parents.
Te Kopae, a Centre of Innovation in New Zealand had conducted a three- year research on the role of parents participation and leadership in young children's learning and development. The researchers, Hinerangi Korewha and Aroaro Tamati rightly pointed out that many teachers mistook that they work will children only. They urged teachers of early years to develop genuine partnership with parents, rather than working with parents with an aim to solicit their help to implement teachers' plans and agenda.
So often, I talk with and listen to parents, hoping they will understand how teaching and learning are happening in the kindy, so they will give me rapport and support the programme; and then my work will be easier! When superhero play was the main interest, my team extensively documented the learning we noticed on the kindy blog, in the parents' diary and newsletter. We were glad that parents let their children bring in books, costumes and toys on the superhero themes. It's good, parents had been providing useful resources for the teachers to move forward the kindy programme.
However, Hinerangi and Aroaro advised teachers to help parents move beyond this level of participation. Teachers should initiate genuine partnership (not just relationship) with parents as they both have the best interest of children in their heart. Teachers could share roles and responsibilities with parents in the care and education of children. It's not just about parents helping out with tidying up at kindy. It involves a change of attitude and teaching practices. Teachers need to remove the focus on her status as a professional teacher but to acknowledge contribution of parents. They need to acknowledge parents' perspectives and try to engage parents.
Surly, teachers have fear, sometimes, to work with parents. Thinking about what to say and what to do could immobilize a teacher. The wise way may be to keep an open mind and never treat parents' comments as a criticism. Looking back, my proud moment was listening to a parent's concern about commercial food colour and involving her to make natural food colouring with children. The partnership had eventually opened up a great opportunity to work with that parent and a better understanding of her world view. The parent, her child, the teachers and all children are benefited.
