Partnership Working between Home and School

*Michelle Samantha Brinn*

#### **Abstract**

This chapter will explore the concept of home school partnerships within British early years education. The advantages of effective relationships between home and school will be briefly outlined before the historical development of the concept discussed. It will be argued that home school interactions are historically situated within a deficit paradigm, wherein a desire to overcome social inequality is paramount. Consequently, enhancing learning through continuity and cohesion between home and school learning practices dominate professional perspectives on school-home relationships. Due to the growing influence of social constructivism, the relative position of parents within this exchange has changed over time and led to the inception of partnership working. Nonetheless, partnership working between home and school remains fraught with practical and conceptual complexities and may necessitate the mutual renegotiation of the constructs of 'parent' and 'professional'. In turn, any renegotiation may require an understanding of the habits of thought underlying these constructs, as well as the time and space for renegotiation. Finally, overcoming inequality, the driving force behind current patterns of partnership working, may depend on systemic change, beyond enhancing the home learning environment, which the emphasis on partnership working may disguise.

**Keywords:** parental partnerships, home-school interactions, partnership working, early years, early childhood education, pre-school interventions

### **1. Introduction**

Within UK Early Years literature, it is often noted that a child's parents are their first and foremost educators [1–3]. It is also observed that developing strong and positive relationships between the child's 'first educator' and their subsequent, school-based educators is highly beneficial. This concept is not unique to the UK. A quick internet search using the search terms 'the benefits of home school partnership' draws numerous results from across the globe, all outlining the many advantages of good relationships between a child's caregivers and their professional educators. Within these global sources, the benefits to the child are foregrounded and include, increased motivation; improved attitudes towards learning; enhanced self-esteem; greater confidence; increased resilience; fewer behavioural problems and improved grades [4–6]. However, benefits for parents and teachers are also noted. For parents these include improved relations with the school, an increased understanding of their child's education and greater confidence in their abilities to support their child's learning at home. Similar benefits are also noted for

teachers whose job satisfaction is enhanced through stronger and more positive relations with parents and an increased understanding of the child. These conclusions reflect those of numerous academics and researchers (For example, see [7–14]). Furthermore, the benefits are observed in families from diverse cultural, ethnic, linguistic, and socio-economic backgrounds [6]. Consequently, it is easy to understand the global drive to enhance relations between home and school.

Nonetheless, despite the enthusiasm for effective interaction between home and school, the concept is not without practical and conceptual complications [9, 14–16]. For both parents and practitioners, a greater understanding of these complexities may improve relationships and can be gained through an exploration of the dominant paradigms underlying home school interactions within British early years education. Whilst focusing predominantly on early years education, this chapter will explore issues of value to parents and educators of any age child. As a British trained educationalist, much of the literature and policy used within this chapter comes from the UK. Nonetheless, the conclusions have implications for parents and practitioners across the globe. Furthermore, the concepts discussed have relevance for all professionals working in close relationship with the parents of young children, whether they be educationalists, health or social care professionals.

Please note: For the purpose of this chapter the term parent is used according to Section 576 of the British Education Act 1996 in which a 'parent' is defined as any person, whether or not they are the child's 'biological parent', that has parental responsibility, or who has care of the child. This is further defined as:

'A person typically has care of a child or young person if they are the person with whom the child lives, either full or part time and who looks after the child, irrespective of what their biological or legal relationship is with the child' [17].

There exist many different types of educational practitioner and establishment looking after the care and education of children under the age of statutory schooling in the UK. However, for fluency and ease, the terms 'schools' and 'teacher' are used to refer to all forms of early childhood setting or practitioner. However, as noted above, the conclusions of this chapter are not limited to education professionals but are relevant for all professionals working closely with parents.

#### **2. Continuity, cohesion and narrowing the educational gap**

It can be argued that positive relationships between home and school have often been characterised in terms of continuity and cohesion between the contexts of home and school [7–9]. This is deemed necessary because the learning practices within these two contexts can be perceived as distinct. In her seminal book 'Children's Minds' [7], Margaret Donaldson noted that for young children, the dominant forms of thought found at home and school can be very different. Donaldson observed that schools favour a more 'disembedded' form of thinking, rooted in the abstract signs of the written word and mathematical symbol. This is distinct from the more contextualised and embedded form of thought natural to young children in other contexts, especially the home. Nonetheless, homes rich in parent–child communication, diverse literacy practices and exposure to number contain plentiful opportunities for both types of thought. Consequently, children whose home environment fosters a familiarity with disembedded thought are more school 'ready' and have an advantage over children whose home life has not adequately 'prepared' them for the forms of thought found in school. Since it was first documented, this association between a child's home environment and learning outcomes at school has profoundly influenced how educationalists view home school relationships.

**55**

*Partnership Working between Home and School DOI: http://dx.doi.org/10.5772/intechopen.94198*

boosting national economic success [12, 29].

government policy.

Since the 1960's, it has been observed that, compared to children from higher socio economic backgrounds, children from lower socio economic backgrounds are less likely to experience a home life rich in language, print and number and are thus less likely to be 'school ready' [18]. Furthermore, the comparable quality of a child's home learning environment remains a significant influence on educational outcomes throughout a child's schooling [3, 8, 11, 19]. Consequently, beginning in the 1960s and 70s, efforts have been made to improve school outcomes for working class children by 'preparing' them for the 'language' of school through preschool intervention programs, such as compensatory education in the UK [18] and the High Scope program in the USA [20]. Since that time, the association between the quality of the home learning environment, parental socio-economic status (especially poverty) and positive outcomes for the child, has dominated concepts of home and school interaction within British early years education and shaped

Fundamental to Early Years policy within the UK is the concept that educational

The consequences of this paradigm have been profound and has led to a model of home school interactions in which EY practitioners extend their professional influence beyond the setting to 'improve' learning practices at home [16]. In the UK, this is reinforced through government policy wherein expanding school learning into the home is encouraged, 'Practitioners must discuss with parents and/or carers how the summary of development can be used to support learning at home' [23]. Academics concur and argue that achieving long term gains in children's outcomes is dependent on improving parenting (For example [11–13]), 'it is work with parents to enhance what happens at home that is the real place of "intervention"' [12]. In many of the initiatives noted above, PEEP being an excellent example, improving the quality of parenting through training and professional support is their sole mission and this is made clear in their websites tagline 'supporting parents and children to learn together' [30]. Professional involvement in the home learning environment fosters the desired cross over and cohesion between home and school as parents adopt school learning practices within the home. The practitioner thus is

outcomes for disadvantaged children can be improved through the creation of high-quality early learning experiences, both at home and school. This is critical to reducing social inequality by 'narrowing the gap' between the school readiness of children from different socio-economic backgrounds [21, 22]. This is evident within the Early Years Foundation Stage Statutory guidance published by the Department of Education, which states, 'Every child deserves the best possible start in life and the support that enables them to fulfil their potential … Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up' [23]. Consequently, there has been a drive to enhance the quality of early childhood provision *and* the quality of the home learning environment through parent and professional collaboration. The latter aim underlies many early childhood initiatives and organisations in the UK, such as the National Children's Bureau [19], the Early Learning Partnership Parental Engagement Group [24], the Parents, Early Years and Learning (PEAL) project [2] and Peers Early Education Partnership (PEEP) [12]. Attempts to enhance educational outcomes through parent and professional cooperation (epitomised by the Sure Star initiative launched in 1998 by the Labour Government) has been recognised by EY specialists worldwide as 'probably the most ambitious attempt of any government to improve the outcomes of children living in disadvantaged areas' [25, 26]. Improving educational outcomes for disadvantaged children by enhancing the home learning environment is an initiative that receives global support [27, 28] and is seen as a way of stabilising society and

*Partnership Working between Home and School DOI: http://dx.doi.org/10.5772/intechopen.94198*

*Parenting - Studies by an Ecocultural and Transactional Perspective*

teachers whose job satisfaction is enhanced through stronger and more positive relations with parents and an increased understanding of the child. These conclusions reflect those of numerous academics and researchers (For example, see [7–14]). Furthermore, the benefits are observed in families from diverse cultural, ethnic, linguistic, and socio-economic backgrounds [6]. Consequently, it is easy to

understand the global drive to enhance relations between home and school.

responsibility, or who has care of the child. This is further defined as:

tive of what their biological or legal relationship is with the child' [17].

als but are relevant for all professionals working closely with parents.

**2. Continuity, cohesion and narrowing the educational gap**

It can be argued that positive relationships between home and school have often been characterised in terms of continuity and cohesion between the contexts of home and school [7–9]. This is deemed necessary because the learning practices within these two contexts can be perceived as distinct. In her seminal book 'Children's Minds' [7], Margaret Donaldson noted that for young children, the dominant forms of thought found at home and school can be very different. Donaldson observed that schools favour a more 'disembedded' form of thinking, rooted in the abstract signs of the written word and mathematical symbol. This is distinct from the more contextualised and embedded form of thought natural to young children in other contexts, especially the home. Nonetheless, homes rich in parent–child communication, diverse literacy practices and exposure to number contain plentiful opportunities for both types of thought. Consequently, children whose home environment fosters a familiarity with disembedded thought are more school 'ready' and have an advantage over children whose home life has not adequately 'prepared' them for the forms of thought found in school. Since it was first documented, this association between a child's home environment and learning outcomes at school has profoundly influenced how educationalists view home

'A person typically has care of a child or young person if they are the person with whom the child lives, either full or part time and who looks after the child, irrespec-

There exist many different types of educational practitioner and establishment looking after the care and education of children under the age of statutory schooling in the UK. However, for fluency and ease, the terms 'schools' and 'teacher' are used to refer to all forms of early childhood setting or practitioner. However, as noted above, the conclusions of this chapter are not limited to education profession-

Nonetheless, despite the enthusiasm for effective interaction between home and school, the concept is not without practical and conceptual complications [9, 14–16]. For both parents and practitioners, a greater understanding of these complexities may improve relationships and can be gained through an exploration of the dominant paradigms underlying home school interactions within British early years education. Whilst focusing predominantly on early years education, this chapter will explore issues of value to parents and educators of any age child. As a British trained educationalist, much of the literature and policy used within this chapter comes from the UK. Nonetheless, the conclusions have implications for parents and practitioners across the globe. Furthermore, the concepts discussed have relevance for all professionals working in close relationship with the parents of young children, whether they be educationalists, health or social care professionals. Please note: For the purpose of this chapter the term parent is used according to Section 576 of the British Education Act 1996 in which a 'parent' is defined as any person, whether or not they are the child's 'biological parent', that has parental

**54**

school relationships.

Since the 1960's, it has been observed that, compared to children from higher socio economic backgrounds, children from lower socio economic backgrounds are less likely to experience a home life rich in language, print and number and are thus less likely to be 'school ready' [18]. Furthermore, the comparable quality of a child's home learning environment remains a significant influence on educational outcomes throughout a child's schooling [3, 8, 11, 19]. Consequently, beginning in the 1960s and 70s, efforts have been made to improve school outcomes for working class children by 'preparing' them for the 'language' of school through preschool intervention programs, such as compensatory education in the UK [18] and the High Scope program in the USA [20]. Since that time, the association between the quality of the home learning environment, parental socio-economic status (especially poverty) and positive outcomes for the child, has dominated concepts of home and school interaction within British early years education and shaped government policy.

Fundamental to Early Years policy within the UK is the concept that educational outcomes for disadvantaged children can be improved through the creation of high-quality early learning experiences, both at home and school. This is critical to reducing social inequality by 'narrowing the gap' between the school readiness of children from different socio-economic backgrounds [21, 22]. This is evident within the Early Years Foundation Stage Statutory guidance published by the Department of Education, which states, 'Every child deserves the best possible start in life and the support that enables them to fulfil their potential … Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up' [23]. Consequently, there has been a drive to enhance the quality of early childhood provision *and* the quality of the home learning environment through parent and professional collaboration. The latter aim underlies many early childhood initiatives and organisations in the UK, such as the National Children's Bureau [19], the Early Learning Partnership Parental Engagement Group [24], the Parents, Early Years and Learning (PEAL) project [2] and Peers Early Education Partnership (PEEP) [12]. Attempts to enhance educational outcomes through parent and professional cooperation (epitomised by the Sure Star initiative launched in 1998 by the Labour Government) has been recognised by EY specialists worldwide as 'probably the most ambitious attempt of any government to improve the outcomes of children living in disadvantaged areas' [25, 26]. Improving educational outcomes for disadvantaged children by enhancing the home learning environment is an initiative that receives global support [27, 28] and is seen as a way of stabilising society and boosting national economic success [12, 29].

The consequences of this paradigm have been profound and has led to a model of home school interactions in which EY practitioners extend their professional influence beyond the setting to 'improve' learning practices at home [16]. In the UK, this is reinforced through government policy wherein expanding school learning into the home is encouraged, 'Practitioners must discuss with parents and/or carers how the summary of development can be used to support learning at home' [23]. Academics concur and argue that achieving long term gains in children's outcomes is dependent on improving parenting (For example [11–13]), 'it is work with parents to enhance what happens at home that is the real place of "intervention"' [12]. In many of the initiatives noted above, PEEP being an excellent example, improving the quality of parenting through training and professional support is their sole mission and this is made clear in their websites tagline 'supporting parents and children to learn together' [30]. Professional involvement in the home learning environment fosters the desired cross over and cohesion between home and school as parents adopt school learning practices within the home. The practitioner thus is

firmly positioned in the role of 'knowledgeable expert' [14] who shares their knowledge with less experienced parents, scaffolding them into a greater understanding of school languages. In turn, parents adapt their home learning practices, continuity of practice between the two contexts is heightened, motivation for learning in school in increased and outcomes improved.
