Teachers, parents and whnau working together in …

1 Teachers, parents , and wh nau working together in early childhood education Linda Mitchell, with Maggie Haggerty, Viv Hampton, and Ann Pairman NEW ZEALAND COUNCIL FOR EDUCATIONAL RESEARCH TE R NANGA O AOTEAROA M TE RANGAHAU I TE M TAURANGA WELLINGTON 2006 New Zealand Council for Educational Research P O Box 3237 Wellington New Zealand NZCER, 2006 ISBN 1 877293 55 5 Distributed by NZCER Distribution Services P O Box 3237 Wellington New Zealand NZCER Acknowledgements Teachers in this study who participated in the research and professional development project, and shared their experiences and thinking with us were.

2 Raylene Becker, Sue Britton, Christine Canagasabey, Bob Drummond, Ripeka Ellison, Mary Hailes, Karmen Hayes, Christine Hazelhurst, Wendy Hemi, Amanda Higgins, Glenys Knowler, Sue Lake, Colleen McCaul, Mary McDonald, Mary McGirr, Claire McMullin, Raylene Muller, Debbie Newton, Amanda Olsen-Osberg, Terry Rogers, Rachael Slin, Sue Smith, Moira Stewart, Sandie Wairau, Wendy Walker, Olivia Worboys, and Jo Wylie. We appreciated their willingness to undertake action research, to critically examine feedback from parents and wh nau, to contribute their views, and to be open about successful and less successful experiences.

3 We thank the parents who worked with teachers in their centres to develop relationships in the interests of children, and the willingness of those parents who were interviewed to talk about their views and experiences. We thank NZCER staff who contributed to this research. Cathy Wylie provided advice and guidance throughout the project. Kristina Louis and Susan Tompkinson provided library support, and Anne Else edited the report. NZCER i NZCER ii Table of Contents Acknowledgements i Executive summary vii 1.

4 Introduction 1 2. The study in context 3 Why work with parents /wh nau? 3 Approaches to working with parents /wh nau 4 Sharing pedagogical aims and practices 5 Supporting parents and wh nau to undertake educational activities at home 7 parents as educators within early childhood education settings 8 Issues 9 Principles of effective working relationships 10 3. Methodology 11 teacher participants 11 The participating early childhood education centres 11 Professional development and action research 12 Data collection and analysis 14 4.

5 Communicating about children s learning 17 Connecting home and cr che 17 parents aspirations and views about the cr che 18 Views of communication, relationships, and involvement 19 Closer connection between home and cr che 19 How parents and staff worked to build closer connections 21 Views of outcomes 22 Views of professional development

6 24 Conclusion 25 Two-way communication about children s learning 26 parents aspirations and views about the centre 27 Views of communications, relationships, and involvement 28 Communicating with parents about children s learning 29 Views of outcomes 31 Views of professional development 34 NZCER iii Conclusion 35 Creating a community of learners

7 35 parents aspirations and views about the centre 37 Views of communication and relationships 38 Collaborating in the interests of children 39 Videoing children and adults at the centre 41 Including parents in assessment, planning, and curriculum discussions 43 The outdoor environment plan 43 Views of outcomes 44 Views of professional development 48 Conclusion 50 5.

8 Parent and wh nau participation in the education programme 51 working with culturally diverse families 51 parents aspirations and views about the kindergarten 52 Views of communication and relationships 56 Expanding knowledge and support for cultural diversity 57 Holding a shared lunch and parent meeting 58 The kindergarten s diverse cultures reflected in the kindergarten 59 Views of outcomes 61 Views of professional development 64 Conclusion 65 Using videotape

9 To analyse pedagogy and communicate with parents 65 parents aspirations for children s education 66 Views of communication and relationships 66 Developing a sense of community 68 Views of outcomes 70 Views of professional development 72 Conclusion 73 Involving fathers in the life of the kindergarten 74 Aspirations for children and views about the kindergarten 75 Views of communication and relationships 76

10 Analysing the current situation and making plans 78 A fathers and other significant adults evening