Strategies of Parent Involvement in Early Childhood

Introduction

Early childhood education is critical for the development and growth of a child. The first six years of a child’s life are crucial because children learn and develop skills that will shape their future. Parental involvement in early childhood education is critical for a child’s academic and social success (Nicholson & Kurtz, 2021). Therefore, investigating the significance of parental involvement and discussing effective strategies for getting parents involved in their child’s education is crucial for improving the quality of early childhood education.

Importance of Parent Involvement in Early Childhood Education

Parental involvement in early childhood education has been linked to improved academic outcomes, higher levels of self-esteem, and more vital social skills in children. Parents who are involved in their child’s education can offer encouragement and support, assist with homework, and reinforce classroom learning at home (Dombro, 2020). Parental participation also enhances communication between the school and the family, facilitating the identification and resolution of any issues or concerns.

Furthermore, parental involvement in early childhood education can have a ripple effect beyond the individual child. Schools and early childhood programs prioritizing parent engagement tend to have a more positive school culture and robust community partnerships (Epstein et al., 2018; Ward & Perry, 2020). Parent attention, in turn, can lead to more responsive and effective learning environments for all children as parents become involved in decision-making and play an active role in the education process.

Strategies for Getting Parents Involved in Early Childhood Education

Make it a priority: Early childhood programs should prioritize parent involvement and engagement, recognizing that they are essential to the child’s learning and development (Vuorinen, 2018). This can be accomplished by providing regular opportunities for parents to participate in their child’s education, such as parent-teacher conferences, classroom visits, and school events.

Make a welcoming environment: schools and early childhood programs should create welcoming environments encourage parent participation (Ward & Perry, 2020). This can include designating a waiting area for parents or providing refreshments during events. Creating a welcoming environment can help parents feel at ease and valued, increasing their motivation to participate.

Regular communication is essential for involving parents in their child’s education. Schools and early childhood programs should communicate with parents regularly, using a variety of channels such as email, phone, and in-person meetings (Epstein et al., 2018). Regular communication can keep parents up to date on their child’s progress and help them feel more connected to the school or program.

Provide opportunities for parent education: early childhood programs should provide opportunities for parent education on topics such as early childhood development, behavior management, and mindfulness practices (Erwin, 2020). These opportunities can be provided in various formats, such as workshops, webinars, and support groups. Parent education can help parents feel more confident in their role as their child’s first teacher and can encourage the development of positive parenting behaviors.

Volunteering opportunities: schools and early childhood programs should allow parents to volunteer in the classroom or at school events (Nicholson & Kurtz, 2021). This can range from assisting with classroom activities to chaperoning field trips. Volunteering can make parents feel more connected to their child’s school or program and provide opportunities to observe their child’s learning and development in action.

Involve parents in decision-making: parents should be involved in decision-making processes that affect their child’s education in early childhood programs (Epstein et al., 2018; Ward & Perry, 2020). Soliciting feedback on program policies and procedures, for example, or involving parents in program improvement initiatives, are examples of this. Involving parents in decision-making can aid in developing trust and respect between families and the school or program, as well as in creating more responsive and effective learning environments for all children.

Parent-teacher conferences are another strategy for involving parents in their child’s early childhood education. Conferences allow parents to learn more about their child’s development, strengths, and areas for improvement (Maras et al., 2018). Furthermore, conferences allow teachers to share curriculum information, classroom expectations, and their teaching philosophy. Parents and teachers can collaborate to create a plan to support the child’s learning and development.

A further method for involving parents is through the use of digital technology. Epstein (2018) emphasizes the importance of communicating with parents through technology. Email, social media, and educational apps can all be used to accomplish this. Using digital technology, parents can stay informed about their child’s progress and upcoming events. Teachers can also share resources and activities parents can do with their children at home.

Conclusion

Considering all this, parental participation in early childhood education is critical for a child’s academic and social success. As previously stated, the benefits of parental involvement extend beyond the specific child and positively impact school cultures and community partnerships. Making it a priority, creating a welcoming environment, regular communication, providing opportunities for parent education, volunteering, involving parents in decision-making, parent-teacher conferences, and using digital technology are all strategies for getting parents involved in early childhood education. Parent involvement and engagement should be prioritized in early childhood programs, as it is critical to the child’s learning and development. Parents, teachers, and schools can collaborate to create more responsive and effective learning environments for all children.

References

Dombro, A. L., Jablon, J. R., & Stetson, C. (2020). Powerful interactions: How to connect with children to extend their learning. National Association for the Education of Young Children.

Epstein, J. L., Sanders, M. G. B., Sheldon, S. B., Simon, B. S., Salinas, K. C., Jansorn, N. R., Voorhis, F. L. V., Martin, C. S., Thomas, B. G., Greenfeld, M. D., Hutchins, D. J., & Williams, K. J. (2018). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). SAGE Publications.

Erwin, E. J. (2020). The power of presence: A guide to mindfulness practices in early childhood. Gryphon House.

Maras, E. Q., Lang, S. N., & Schoppe-Sullivan, S. J. (2018). An observational assessment of parent–teacher cocaring relationships in infant–toddler classrooms. European Early Childhood Education Research Journal, 26(2), 212–228. Web.

Nicholson, J., & Kurtz, J. (2021). Trauma-responsive family engagement in early childhood: Practices for equity and resilience. Routledge.

Vuorinen, T. (2018). ‘Remote parenting’: Parents’ perspectives on, and experiences of, home and preschool collaboration. European Early Childhood Education Research Journal, 26(2), 201–211. Web.