"Inclusion is a process of identifying, understanding and breaking down barriers to participation and belonging".
Early Childhood Forum (2003)
It is widely accepted that parents are children's first and most enduring educators. There is a wealth of research evidence to suggest that all children do better when there is a close working relationship between home and setting, information about children's learning and development is shared and parents are encouraged to take part in the life of the child's early years provision.
To understand the value of early years staff working with parents, it is important to look at the potential benefits for the children and the staff educating and caring for them. It is crucial for every child's sense of well-being and self-esteem that their parents and carers are accepted and valued by practitioners. Research has shown that a child's sense of identity and confidence is reinforced if staff and parents work as partners.
For practitioners, power-sharing, and the awareness and maturity to learn from parents, can enhance and develop working practice and help them to provide a truly enabling environment. It is crucial for staff to see how parents view a particular issue regarding the care and education of their child, rather than to adopt their own prescriptive approach that does not take this into account.
In an inclusive provision, parents will be viewed as experts on their child, equivalent and complementary to those who have other expertise to offer. Parents may not always be right in every instance, but if they do not feel respected and able to express their own point of view, they are unlikely to engage well with their child's setting.
The best outcomes for families are likely to be achieved when the role of key worker includes providing information to families about services available, providing information about the child's condition when needed, and identifying and addressing the needs of all family members by helping to co-ordinate care and support. An inclusive setting will also help to provide emotional support and act as a resource in the event of a crisis.
MORE INFORMATION
- www.parentsforinclusion.org
- www.cafamily.org.uk/pdfs/ourfamilyourfuture.pdf
- www.nationalstrategies.standards.dcsf.gov.uk/node/89609
- www.dcsf.gov.uk/everychildmatters/healthandwellbeing/ahdc/earlysupport
/resources/esresources
- www.edcm.org.uk/mdcml_april09.pdf
- Mary Dickins is an early years consultant (All Together Consultancy/London Met.University).
