Parental involvement in their children’s learning is an important factor to consider in children’s education and up-bringing. Research as shown that it has the potential to enhance children’s academic achievement, and can facilitate factors such as parent-teacher relationships, school attendance, parent self-confidence, and child mental health (Desforges & Abouchaar, 2003; Fan & Chen 2001; Jeynes 2005). Parents can be involved in their children’s learning in many ways, and at all ages. Parental involvement can be home-based (parents sharing books children bring home from school, talking about school at home, supervising homework), or school-based (parents helping out in school, attending meetings, joining social events in school) (Hornby & Lafaele, 2011).

Parent school partnerships have the potential to enhance parental involvement in child learning. Different schools and teachers can have different approaches to trying to get parents involved, and parents can feel more or less ready to get involved, depending on their own educational experiences, and  the level at which they feel comfortable when communicating with staff and other parents in school and preschool. If parents had very different experiences during their own schooling, and if they have difficulties with the school language, they are more likely to experience factors which complicate their involvement in their children’s learning. Important factors to consider are for example parents’ perceptions of the role they play in their child’s education, and how confident they feel in their own abilities to support learning (Brock & Edmunds, 2010).

Parents with other cultural and language backgrounds appreciate help in getting more familiar with the education systems their children are experiencing (Cohen et al., 2018). Learning about the curriculum, and finding out about how learning in the early years is conceptionalised in England can be very helpful and benefit parents with other backgrounds. Importantly, learning about the ways in which young children learn also means reflecting on the roles that adults – including parents – play in supporting child learning.  

Play underpins the Early Years Foundation Stage curriculum (Department for Education, 2012). The main principle of teaching is that practitioners need to ensure challenging, playful opportunities across all areas of learning and development. Playing and exploring, active learning, and creating and thinking critically are seen as the characteristics of effective learning.

This is based on a body of research that emphasises the value of play for children’s development in all areas: language, emotions, creativity, and social and intellectual skills. In preschool and in the early years in school, practitioners plan their practice with the aim to ensure high quality experiences for play. High quality play experiences respond to children’s interests and ideas, and while at the same time allowing space for more structured activities which teach more specific skills and knowledge (Early Educaiton, 2012).

For parents who have very different educational experiences, the concept of ‘learning through play’ may be quite different to their beliefs about teaching and learning. Activities which promote engagement with the concept of learning through play can be helpful for parents.

Thinking and learning about the value of play for children’s learning does not only help parents to develop more shared understanding (and thus better relationships) with staff in school. It can also facilitate parents’ understanding of what they themselves can do at home to support their children’s learning. Interactions in and around the home with family members are crucial for young children’s development (EPPE; e.g. Sylva et al., 2004, 2010). Parents appreciate knowledgeable practitioners who talk with them. They want to learn about children’s development, and share decisions they take about their child’s learning. They want to do more learn and play activities at home (Moran, Ghate, van der Merwe, 2004; Tunstill et al., 2005; Department for Education, 2017).

 

References:

Brock, S., & Edmunds, A. L. (2010). Parental involvement: Barriers and opportunities. EAF Journal, 21(1), 48-I. Retrieved from https://search.proquest.com/docview/867835815?accountid=13042

Cohen, F., Trauernicht, M., Cadima, J., Nata, G., Ereky-Stevens, K., et al. (2018). Case studies of promising parent- and family focused support programmes. ISOTIS Inclusive Education and Social Support to Tackle Inequalities in Society. Report submitted to the European Commission, December 2018.

Department for Education (2012). Statutory framework for the early years foundation stage. Setting the standards for learning, development and care for children from birth to five. [England]. Available at:http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/e OrderingDownload/EYFS%20Statutory%20Framework.pdf (Accessed 12.2.2015)

Department for Education (2017). Childcare and Early Years Survey of Parents in England, 2017. Retrieved from: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/669857/SFR73_2017_Text.pdf

 

Desforges, C. & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievement and adjustment: Research report 433. London: Department for Education and Skills.

Early Education (2012). Development Matters in the Early Years Foundation Stage. The British Association for Early Childhood Education. [England]. Available at: http://www.foundationyears.org.uk/files/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf (Accessed 12.2.2015)

Fan, X. & Chen, M. (2001). Parent involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review 13, no. 1: 1–22.

Hornby, G. & Lafaele, R. (2011). Barriers to parental involvement in education: an explanatory model, Educational Review, 63:1, 37-52, DOI: 10.1080/00131911.2010.488049

Jeynes, W.H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education 40, no. 3: 237–69.

Moran, P., Ghate, D. and van der Merwe, A. (2004). What Works in Parenting Support? A Review of the International Evidence. Research Report p574. London: DfES.

Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The Effective Provision of Pre-School Education (EPPE) Project: Findings from pre-school to end of key stage 1 London: Sure Start.

Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2010). Early childhood matters: Evidence from the effective pre-school and primary education project. Oxon: Routledge.

Tunstill, J., Meadows, P., Akhurst, S., Allnock, D., Chrysanthou, J., Garbers, C. and Morley, A. (2005) Implementing Sure Start Local Programmes: An Integrated Overview of the First Four Years. NESS Summary SF010, London: DfES.