EDFD 227 Assignment Three

When asked, most teachers will agree that effective and equal partnerships are essential to
achieving the best possible learning outcomes for children. However, the reality is that often
these partnerships are anything but equal. Critically discuss the research literature on
partnerships and identify key issues that contribute to the inequality and drawing on your
findings of the research literature make recommendations how the inequalities can best be
overcome.

This notion of partnerships in staff-parent relationships is about participating and supporting

each other to reach a common goal, and to also achieve the best possible outcome for a child.
Partnership is intertwined with the collaboration of staff and parents by being able to cooperate
with staff to build a supportive and effective two-way relationship. Blue-Banning et al. (2004)
expresses that an equal partnership includes a sense of harmony or ease in the relationship. A key
issue that contributes to the inequalities in staff-parents partnerships is communication; that is
the exchanging of information that forms the basis of a successful partnership. Inequalities in
communication is formed with the lack of two-way interaction in these relationships that may be
affected with cultural diversity, this may cause difficulties in discussing important issues in
relation to the child. There are many inequalities in partnerships that revolve around barriers in
communication including othering that is involved with this notion of discourse as with
judgment, staff can categorise parents outside the norm as they can assume to be less
knowledgeable. Lack of communication can be overcome with many plans of action to include
parents with language barriers including special programs or activities. Furthermore equality in
communication between staff-parent partnerships is the conduct in which informal or formal
communication is conveyed, as the quality of the conversation can be in an unprofessional
manner therefore creating a disrespectful relationship as one person may have the power over
the conversation. However, there are benefits to informal and formal communication in
partnerships that overcome these inequalities that can create a closer bond and let staff know
what is happening in the parents life of the child.

Effective, formal and professional communication between staff and parents are essential to a
successful equal relationship. Communication includes aspects that are formal and informal
communication that form many inequalities including holding the knowledge or power in a
conversation or the unprofessionalism language used. With the lack of two- way communication
this notion of participation would falter because there would be no planning to ensure the child
is achieving the goal in the centre. It is important for parents and staff to have a strong
collaborative relationship as it can affect the childs progress and development of their
education. Without this staff to parent teamwork in communicating it would be difficult for both
parties to have certain knowledge of the child. Bernhard et al. (1998) articulates this idea that
communication between staff to parent may have a one-way communication which parents may
become powerless. The manner in which the communication is conducted is crucial to the
partnership; educators may be unprofessional and unethical in communicating issues to a parent
as staff may feel they have power over the parents knowledge. Having mutual respect of
knowledge that is communicated is a paramount aspect in partnerships. OUP (1969) states that
empowerment is investing formally with power or authority to authorize their position. Staff
may be disrespectful in communication by dominating the conversation, as they believe the
parent may not have the knowledge to input in the conversation but on the other hand parents
may by disrespectful to teachers. Parents may express their views as an authority figure above

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the educator by holding the power and demanding certain tasks for the development of their
child. With empowerment holds many inequalities on both ends as it suggests a powerful and
powerless side that does not do justice on the powerless side. By holding personal power with
communication in staff to parent partnerships it forms this notion of unprofessionalism as the
conduct of the conversation would be one-way with one person holding the decision-making,
knowledge and power over the other individual. Informal communication between staff-parents
can be unethical in education practices as it could be in a negative manner including rumors or
gossiping. The information communicated should be acceptable as it may breach issues involved
in privacy and confidentiality. Unethical conversation can breach the code of ethics that
discusses professionals to maintain confidentiality and respect the right of the family to privacy.
With formal and informal communication come many inequalities in partnerships although they
can be overcome with the collaboration of staff and parents.

Formal communication between staff to parent builds a strong relationship to support the child
but also creates a positive partnership. When staff appropriately communicates in a professional
manner and have an encouraging attitude it creates a respectful effective relationship. This
notion that parents are expected to listen to the educator and not effect change could be
overcome with the conduct of communication being a two way interaction which both sides
listen and express their feelings. Partnership implies equality and a division of power that draws
parents into decision-making, going beyond information sharing. Morrow & Malin (2004)
expresses that the most effective settings shared child related information between staff and
parents, and parents were often involved in decision making about their childs learning
program. By sharing the decision making power between parents and professional, parents feel
empowered and it increases their capacity to make informed decisions regarding their child.
Informal and regular conversation is an important type of contact between teacher and parents
for direct support. Duncan et al. (2006) describes for a parent having an informal conversation is
talking about what may be happening in the parents life, it shows the parents the staff care about
what happening outside the centre and that it is just not business talking to the parent. This type
of communication will allow staff to know what is happening in the parents life of the child as it
is knowledge that may affect the childs development but it also develops a mutual trust in the
relationship.

Communication is the most critical aspect in a successful functioning partnership. Elliot (2003)
discusses a key issue that many parents feel unable to influence their childs education and care
because of the lack of effective communication by early childhood staff. Language forms a large
factor in communicating therefore culturally diverse parent may feel unequal and disadvantaged
in staff to parent relationships. Many parents may not be Australian and may have difficulty
speaking English therefore may avoid communicating with staff or on another hand staff
wanting to communicate with the culturally diverse parent as they may be unknowledgeable on
how to deal with these situations. This perception that culture can form the lack of
communication because of a language barrier can form many inequalities including isolation,
discourse, homogenizing and othering. Culturally diverse parents may feel isolated or culturally
secluded with a language barrier with the troubles of them effectively communicating. By a
parent having a diverse background it may affect their participation in the conversations, as it
may be difficult for them to understand or speak their issues. The parent may feel unequal in this
partnership by feeling excluded and othered. MacNaughton (2004) argues this notion of

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othering forms an inequality with the involvement of discourse, as the parent does not have the
norm language or are not formally educated therefore they may be not involved in decision-
making process to benefit the child. This occurs, as staff may not feel comfortable with parents
who share diverse expectations or discourage their system of education beliefs. Bernhard et al.
(1998) articulate that because of a language barrier and the chaotic environment of pick up
hours, culturally diverse parents may feel isolated and alone therefore just pick up the child and
leave. Therefore creating a detachment and obstruction with the lack of communication.
MacNaughton (2004) states that the ignorance of professionals to a parent may silence them by
invoking professional knowledge as the parents culture can limit their knowledge. With one-
way communication it implies that the parents views are not wanted or are irrelevant. It
reinforces professional defining the hierarchy of knowledge that prevents other type of
knowledge from being equally important. He expresses this idea that by staff eradicating the
differences by assuming they do not exist forms this notion of homogenizing. Homogenizing
culturally diverse parents who do not meet the expectations of the norm because they belong to
a certain cultural group rather than because of their individual circumstances. Another issue is
culturally distinct parents may be othered as they do not understand or use the professional
technical language of early childhood. Discourse is constituted in this inequality as through
language the parents knowledge, experience and interaction is affected though the language
barrier. Language as the main aspect of communication forms a social factor between an
educator and parent and without exchanging conversation and experiences the parent will not
have knowledge of their childs progress but may also feel secluded and inferior in the
partnership therefore need to overcome to provide the best possible result for the child.

Parents should be actively involved in the learning and development of their children even with
a language barrier. Educators should actively seek parental involvement and pursue establishing
partnership with the parents of the child even with a communication barrier. The educator should
ensure that parents are informed and involved with their child in significant activities that
promote linkage s between the home and setting. National Association for the Education of
Young Children (1995) expresses this notion that parents should be invited to share, participate
and engage in activities with their children that are developmentally appropriate and meaningful
within their culture to create an accepting environment. MacNaughton (2004) argues that good
staff to parents relationship invites the difference. Staff can motivate parents to get involved in
their program and curriculum. If culturally diverse parents do not understand the program of the
centre staff need to check discerningly to ensure they have understood documents or technical
terms in the plan so therefore there is no obstructions. The main cause of the lack of
communication is the absent involvement from parents who do not participate in meetings as
they may feel discomfited so they centre may make an effort if the parent has great trouble
speaking English to find an interpreter as it shows they care and are interested in hearing issues
or questions the parent may have. By having monthly meetings with the parent with or without
an interpreter is to keep updated of the childs progress and gain further information. When
educators take the time to talk to parents and ask questions, it shows interest to the parents that
the staff is interested in their input. This notion of othering to second language parents,
considering their technical language should be abolished if it silences, confuses or disempowers
parents. Educators can ask ethnic background parents if they have valuable ideas and views
about their childs education that could be helpful to the development of the child but also the
staff. Bernhard et al. (1998) states this notion that parents with a language barrier offer to do

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multicultural workshops or activities in the centre so the parent could be more involved in the
centre and feel comfortable. By expressing their culture in the centre parent may feel more
included in the education life of the parent. Eradicating homogenizing can overcome the lack of
communication in culturally diverse parents be aware of certain beliefs and practice in their
culture and how to apply them in the centre for their child. Gilliard & Moore (2007) expresses
this notion that honoring and perpetuating routines, rituals and beliefs from their culture
respected in the classroom for and invite the parents to such programs and activities forms a
successful partnership. This will then overcome the lack of communication in staff to parent
partnership with the inclusion of culturally diverse parents.

Nevertheless, the key issues that contribute to inequality in partnerships is communication as it

often creates a crucial concern in staff to parent relationship that forms prejudices.
Characteristics including unprofessionalism and unethical communication, power of knowledge,
lack of communication, language barrier that forms discourse, othering and homogenizing
creates injustices in partnership. Therefore, it is essential that these key issues be overcome with
the correct knowledge, planned involvement of a parent with an activity, shared decision-making
and consistent communication as it is essential to achieving the best possible learning outcome
for the child.

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References

Bernhard, J. K., Lefebvre, M. L., Murphy Kilbride, K., Chud, G., & Lange, R. (1998).
Troubled relationships in early childhood education: Parentteacher interactions
in ethnoculturally diverse child care settings. Early Education and Development,
9(1), 5-28. Retrieved from http://www.tandfonline.com.ezproxy2.acu.edu.au/

Blue-Banning, M., Summer, J., Franand, H.C., Lord Nelson, L. & Beegle, G. (2004).
Dimensions of family and professional partnerships: constructive guidelines for
collaboration. Exceptional Children, 70(2): 167-84. Retrieved from
http://www.floridahealth.gov/

Duncan, J., Bowden, C. & Smith, A. (2006). A gossip or a good yack? Reconceptualizing
parent support in New Zealand early childhood centre based programme.
International Journal of Early Years Education, 14(1): 1-13.
http://www.tandfonline.com/

Elliot, R. (2003). Sharing care and education: parents perspectives. Australian Journal of
Early Childhood, 28(4): 14-21. Retrieved from
http://search.informit.com.au.ezproxy2.acu.edu.au/

Gilliard, J., & Moore, R. (2007). An investigation of how culture shapes curriculum in
early care and education programs on a Native American Indian reservation.
Early Childhood Education Journal, 34(4): 251-8. Retrieved from
http://link.springer.com/

MacNaughton, G. (2004). Children, staff and parents: building respectful relationships in

New Zealand and Australian early childhood contexts: the Australian context.
Australian Journal of Early Childhood, 29 (1), 1-7. Retrieved from
http://eric.ed.gov

Morrow, G. and Malin, N. (2004). Parents and professionals working together: Turning
the rhetoric into reality. Early Years, 24(2), pp.163-177. Retrieved from
http://www.tandfonline.com.ezproxy2.acu.edu.au/

National Association for the Education of Young Children. (1995). NAEYC position
statement. Responding to linguistic and cultural diversity: Recommendations for
effective early childhood education. Young Children, 4-16.
http://www.tandfonline.com/

OUP (1969) The Oxford English dictionary (Oxford, Oxford University Press).
Retrieved from http://books.google.com.au/

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EDFD 227: Rubric for Assessment Task 3: Critical Essay

Aspects of High Distinction Distinction Credit Pass Unsatisfactory
Assessment

Content The essay The essay The essay The essay The essay does
demonstrates a demonstrates an demonstrates an demonstrates not demonstrate
20 marks
highly advanced advanced level appropriate level a developing an
level of of engagement of engagement understanding understanding
engagement with with the with the research of the of the research
the research on the research on the on the chosen research on on the chosen
chosen topic/key chosen topic/key the chosen topic/key
concept. topic/key concept. topic/key concept.
concept. concept.
The essay presents The essay The essay
findings in a highly The essay presents findings The essay presents
sophisticated and presents in a clear and presents findings in a
logical manner. findings in a logical manner. findings in a confusing
sophisticated clear manner. manner.
and logical
manner.
Writing
Analysis & Writing Writing Writing Writing does not
demonstrates a
Synthesis demonstrates an demonstrates an demonstrates demonstrate an
highly advanced
advanced ability appropriate a developing ability to
20 marks ability to
to comprehend, ability to ability to comprehend,
comprehend,
analyze and comprehend, comprehend, analyze and
analyze and
synthesize analyze and analyze and synthesize
synthesize relevant
relevant synthesize synthesize relevant
literature in relation
literature in relevant relevant literature in
to the chosen
relation to the literature in literature in relation to the
topic/key concept.
chosen relation to the relation to the chosen
topic/key chosen topic/key chosen topic/key
concept. concept. topic/key concept.
concept.

Structure, APA referencing is APA referencing APA referencing APA APA referencing
grammar, used correctly in is used correctly is used mostly referencing is is not used or
spelling & text and reference in text and correctly in text used used incorrectly
Referencing list. reference list. and reference incorrectly in in text and
list. text and reference list.
Language is highly Language is
reference list.
sophisticated. sophisticated. Language is
10 marks
There is a highly There is an clear and Language is
Language is
advance use of advance use of concise. There is clear. Use of
unclear.
vocabulary and key vocabulary and an appropriate appropriate
Inappropriate
terms. key terms. use of vocabulary is
use of
Grammatically and Grammatically vocabulary and developing.
vocabulary and
syntactically very and key terms. Some errors
confusion
strong syntactically Grammatically in grammar
evident with key
strong and syntactically and syntax.
terms. In need
sound.
of proofreading
for grammar and
spelling.

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