Chapter 11

This chapter will discuss the importance of parent participation in the child’s development and ways teachers can encourage parent involvement. The chapter will include a rationale for this connection in the early years between children and parents and overview the many roles parents can play. In conclusion, the chapter will highlight concepts across Chapters 1–10 by providing strategies and hints to bring parents into the equation.

  • Discuss the importance of teacher and parent collaboration in the education of young children.
  • Describe some methods for promoting parent–teacher collaboration.
  • Describe in detail a scenario in which a teacher and parent would need to collaborate in order for a young child to be successful.
  1. Parental involvement
    Occurs when parents/caretakers are informed via multiple modalities.
  2. Reciprocal relationship
    Relationships that have open dialogue between two or more parties.
  3. Social validity
    The importance or perceived value of the interaction or activity to the client, parent, caretaker, or student.

http://kidshealth.org/parent/emotions/behavior/toilet_teaching.html

www.childanxiety.net/Fears_Phobias_Anxiety.htm

www.ncbi.nlm.nih.gov/pmc/articles/PMC1783606/

Cook, B. G., Shepherd, K. G., Cook, S. C., & Cook, L. (2012). Facilitating the effective implementation of evidence-based practices through teacher–parent collaboration. Teaching Exceptional Children, 44(3), 22–30.

Lee, S. H., Palmer, S. B., Turnbull, A. P., & Wehmeyer, M. L. (2006). A model for parent–teacher collaboration to promote self-determination in young children with disabilities. Teaching Exceptional Children, 38(3), 36–41.

Sheridan, S. M., Bovaird, J. A., Glover, T. A., Garbacz, S. A., & Witte, A. (2012). A randomized trial examining the effects of conjoint behavioral consultation and the mediating role of the parent–teacher relationship. School Psychology Review, 41, 23–46.

Working with parents is essential for all teachers, and creating a working relationship is the first step. Establishing from the outset that you are in your chosen field because of your desire to help and teach young children will make all conversations more efficient. It is often difficult for parents to have their children evaluated, graded, and sometimes not succeed. It is even more difficult for them to have someone else inform them of their child’s shortcomings. Keeping in mind a few things will greatly assist you with parental encounters: (a) parents may be resistant to hearing that their child needs assistance; (b) all children have strengths and weaknesses; (c) start all conversations with a positive; (d) give explicit instructions on things they can do to help; and (e) end by letting them know that you are open to suggestions. This last step alerts parents to the fact that you are aware that they have great ideas too. Parents know their own child better than anyone else, so it is always in the best interest of the teacher to not come across as arrogant or overbearing. If you suspect resistance, give it time and try again. In conclusion, the parent–teacher relationship is a meaningful piece to the child’s success.