“All people want to be treated with respect, want to be valued and accepted, loved, and cherished, and made to feel they are making important contributions to society and that their wishes and desires are heard and respected (Berg and Steiner, 2003 as cited in Patel, Corter ad Pelletier, 2008, pp 23)”. Parents often feel this way and want to have a say in how and what their child is being taught. Partnerships between educators and families help parents be able to voice their own wishes and desires while allowing teachers and children to be valued, respected and accepted. This literature review will discuss what has been written in regard to family educator partnerships. Reference will be made to a range of literature on the topic of
…show more content…
He concluded that children’s development is influenced by multiple levels (Shaffer, and Kipp, 2010; Grant & Ray 2010). Mitchell, Haggarty, Hampton and Pairman (2006) put’s Bronfenbrenner’s theory into a New Zealand context, they discussed how a child’s learning is influenced by the workplace, community, culture, beliefs and values around them. Within New Zealand there are different cultures. Providing culturally relevant links between the systems of home and centre or school, such as speaking the language or upholding tikanga Māori is a great way to optimise child’s development (Mitchell et al 2006).
However in many cases family participation can often only captures a small minority of families and unfortunately the prospective benefits are not always achieved (Patel, Corter and Pelletier, 2008). When discussing family or whānau the literature states that in some families’, grandparents and extended family members have crucial roles in the care of the children. Educators need to include them within the partnerships between centre and home (Porter, 2008). According to Arthur et al (2007), effective partnerships build connections between centre, children and their families and communities. These connections make strong links to children’s prior knowledge. Epstein (as cited in Arthur et al 2007) reported that when influences from home, school and the community interconnect, student’s success is enhanced.