By Jane Drake, a partnership advisory teacher in Leeds and author of Planning Children's Play and Learning in the Foundation Stage and Organising Play in the Early Years (David Fulton)
Parents are 'children's first and most enduring educators' (Curriculum Guidance for the Foundation Stage, QCA 2000), making partnership with parents and carers essential if early years practitioners are to plan effectively for a child's learning.
A genuine commitment to work co-operatively with parents should be a feature of any high-quality setting and should impact on every aspect of practice.
As practitioners, we build up expertise in how young children learn and how each child operates within our setting. But it is the parent who knows their child best, and unless there is a sharing of information between practitioners and parents, a child's learning needs will be neither fully understood nor, ultimately, met.
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