EDFD227:

Assignment Three: Critical Essay

Joanna Bracegirdle
Student number: S00135179
Final word count: 1,806
Pages: 8 in total

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.

Much research has shown that in order to support children in reaching
their full learning potentials, parent-teacher partnerships must be both equal
and effective. To build on and maintain these purposeful relationships,
communication is the key. There are many factors that can negatively impact on
communication, in turn causing a breakdown or rift in understanding as to what
the appropriate direction is for the childs educational needs. As such, any
communication barriers must be directly addressed to allow not only for the best
possible learning outcomes for the child but also to nurture a respect and sense
of equality for all involved. This will allow for a sense of connectedness between
home and school that benefits teachers, parents and children.
Despite the fact that English is the base language used in most Australian
schools, Hooks (2008) has identified that there are an increasing number of
families enrolled in schools who primarily use a language other than English in
their home environments. This has the potential to hinder communication
between the educator and parents. When comparing these families to those
where English is their first language a major disadvantage is present. Hooks also
notes how anxious pre-service teachers in her study became, as they felt
unprepared and under resourced to include parents with limited or no English
skills in their childs education. When there is limited communication,
partnerships are often weak and not fulfilling their original purpose. One of the

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purposes of these parent teacher partnerships is to enrich childrens educational
experience and assist them in achieving learning goals. In Hooks study (2008) it
became evident that there are ways to overcome the hindrance that a language
barrier can pose to a partnership. In having meetings with non-English speaking
parents, body language, such as open friendly movements as well using gestures
and facial expression can assist through adding meaning to words and phrases
that may be foreign to either party. Teachers can practice speaking slowly and
work on using simple concise language to get the point across. In cases where
language is proving to be very difficult an interpreter may be required. Patience
is so important when dealing with these situations. When these practices are
employed it can help to bridge the inequality through improving communication
with those who have been disadvantaged through language limitations or
difficulties. It would be important to note the richness in knowledge that is
available through actively practicing more than one language. Pandey (2014)
delved deeply into the ideas of extra languages enriching lives. This idea lends
itself to a sharing of language. If parents and educators were to help each other
gain an understanding of each others language perhaps they could, as Pandey
suggests allow each other to perceive a different world (Pandey, 2014, p.61).
Inequalities also tend to arise when the child has come from a different
cultural background. Families from different cultural backgrounds often have
different expectations of school. Parents may expect a different standard or
teaching style than that which is offered by the teacher. Different ways of doing
may affect a childs learning potential. This learning potential is ideally what
both teacher and parent are working together to maximize, but if the parent
places a low value on education, this may become evident in the childs progress
as they will not have the support and continuity between both home and school
to encourage them to achieve learning goals (Schneider, Marschall, Teske, &
Roch, 1998). Again, it comes back to communication. Whilst as educators it is
important to recognize and respect different ways of being, the childs learning
and wellbeing must take priority. Conversations with parents to better
understand the culture from where the child comes are imperative, as is the
constant sharing of information and resources, as described by Freeman and
Knopf (2007). Similar to the way in which language barriers described

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previously cause a disadvantage to some childrens learning we see cultural
differences also having the potential to hinder certain at risk individuals. The
solution is being prepared, as educators, to provide parents with information
regarding the value of educating their children in our society, providing
explanations of pedagogical practices and encouraging an involvement in the
education process.
Despite the fact that some families have English as their first language and
are accustomed to the Australian culture and education system, inequalities still
may occur. Socioeconomic differences can hinder communication between
parents and educators. Readys research (2010) indicates that children from a
lower socioeconomic background tend to have poorer success rates in
educational settings when compared to those coming from a privileged or
middle class background. Partnerships between teachers and educators are
definitely affected by socioeconomic factors. As investigated by Hall, D., &
Jones, L. (2013), teachers often come from middle class backgrounds so while
they can develop the ability to empathize with families of a lower socioeconomic
background than themselves, unforeseen issues can affect these partnerships.
Communication can be a substantial issue in this case. Parents coming from an
uneducated (or basic education) background are likely not to understand the
jargon that learned educators have come to use freely in conversational speech.
Teachers can overcome this hurdle through paying close attention to semantics,
ensuring that they are using appropriate words to cater for the education level of
the person with whom they are conversing (Freeman & Knopf, 2007). In addition
to this, it is important for teachers to recognize that not all students will have
access to the same resources. For example, some families may not have access to
a computer in their home. Therefor it is important to set tasks for students that
are achievable regardless of their access to resources outside of the school
environment, as to not further disadvantage or isolate students from their peers.
It is important to support these families as partnerships between parents and
teachers may be damaged if the parents feel as though they are being looked
down on or excluded from opportunities due to social class. It is essential that a
negative message is not being portrayed to parents in this situation. Parental
support is an invaluable tool in ensuring that their children succeed in meeting

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their educational potential. Ensuring parents are also understanding written
communication is also of ineffable importance. Mac Naughton and Hughes (2011,
p.189) discuss how not making assumptions as to parents literacy capabilities
can help to improve communication thereby strengthening partnerships.
Discerning not only if parents can read written notices, letters et cetera but also
checking that they comprehend the meaning behind them is important to ensure
parents and teachers are sharing a comprehensive understanding of what steps
need to be taken to ensure the childs success in school and later life.
The sheer busyness of educators may be a factor that hinders the
formation and maintenance of effective partnerships with parents. This was
investigated by Mac Naughton and Hughes (2011, p.3-5). They found that many
parents feel as though educators do not have the time to spend talking to them
about issues that may have arisen with their child. The times that parents have a
cross over with the educator are typically hectic times of the day. As pick up or
drop off occurs, parents can easily observe that it is not an ideal time to have a
chat with the person who has been caring for and teaching their child all day. A
reinforcing of the importance of communication with parents and reminder of
the importance of conversations that could help or assist the educator is integral,
otherwise parents may simply give up on trying to catch a moment to talk with
the educator. The perceived openness of an educator to parents can impact on
how likely they are to instigate constructive conversation (Work & Stafford,
2009). In these busy situations educators must constantly be wary that they are
not silencing parents. Silencing parents is dangerous in that it erodes the
partnership between parent and educator portraying the ideology that what they
have to say is unimportant, which, as discussed earlier, could not be further from
the truth. No one knows a child better than his/her own parents.
Livingstone, Guile & Clark (2012, p. 179), look at the powerful position
educators are in. This is observed by both children and their parents or
guardians. It is here that privileging may become an issue. Privileging has the
potential to break down what could be otherwise strong partnerships (Mac
Naughton & Hughes 2011). Holding their university degrees, educators are often
perceived as being the expert. But in a partnership, explicit parental knowledge
on their child is required to ensure that an appropriate approach to the childs

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individual development is taken. A constant reminder is to be made at the
valuable resource that parents are to educators. In no way should a parents
knowledge be dismissed as less important simply because it is not backed up
with research. Equal importance and open communication can allow for a
smooth transaction of information in the very best interests of the childs
learning and welfare.
Drawing on the research it can be shown that effective and equal
partnerships between parents and educators have the power to assist children in
reaching their learning goals. Both the educator and parent(s) need to be
committed and mindful of this partnership to fully reap the benefits of this.
Becoming mindful of potential issues such as language barriers, cultural
differences, hindrances in understanding due to factors such as socioeconomic
status or education, time availability and perceptions of power provides a
springboard to work on and strengthen these partnerships. Not making
assumptions (otherwise known as essentializing) and allowing for difference will
allow for a deeper, more genuine partnership that both the educator and
parent(s) may emerge from as more knowledgeable and understanding of
alternate views and lifestyles than their own. Purposeful and skillful
communication is essential to a quality educator. Vigilance is required of an
educator so they can pick up on cues that may insinuate a lack of understanding
and work to rectify the situation. To practice effective communication one can
work on approachability, use of clear, concise language, professional and
appropriate expression of ideas and sharing of knowledge. The ultimate goal of
strong and healthy partnerships must be the childs wellbeing and continued
reaching of learning goals. This will be achieved first through identification then
through the addressing of key issues that have the potential to cause inequality
to arise in an educational setting.

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 Reference List:

Freeman, N. and Knopf, H. (2007). Learning to speak with a professional voice:
Initiating preservice teachers into being a resource for parents. Journal of Early
Childhood Teacher Education, 28(2), pp.141--152.

Hall, D., & Jones, L. (2013). Social class (in)visibility and the professional
experiences of middle-class novice teachers. Journal of Education for Teaching:
International research and pedagogy, 39(4), 416-428.
doi:10.1080/02607476.2013.782121

Henderson, L. (2012). The early childhood-school relationship: Overcoming
invisible barriers. Early Childhood Folio, 16(2), p.20.

Hooks, L. (2008). Help! they don't speak english: partnering preservice teachers
with adult English language learners. Journal of Early Childhood Teacher
Education, 29(2), pp.97--107.

Hughes, Anita M.; Read, Veronica (2012). Building Positive Relationships

with Parents in the Early Years : A guide to effective communication. Retrieved
from http://www.eblib.com

Livingstone, D., Guile, D., & Clark, R. (Eds.). (2012). Teacher Learning and
Power in the Knowledge Society. Rotterdam, NLD: Sense Publishers. Retrieved
from http://www.ebrary.com

Mac Naughton, 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), pp.1--7.

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 MacNaughton, G., & Hughes, P. (2011). Parents and professionals in early
childhood settings. Maidenhead, Berkshire: Open University Press.

Morrow*, G. and Malin, N. (2004). Parents and professionals working together:
Turning the rhetoric into reality. Early Years, 24(2), pp.163--177.

Pandey, A. (2014). Using mother tongues as building blocks in childhood

education. Childhood Education, 90(1), 61-67.
doi:10.1080/00094056.2014.872517

Ready, D. (2010). Socioeconomic Disadvantage, School Attendance, and

Early Cognitive Development: The Differential Effects of School Exposure.
Sociology of Education, 83(4). doi:10.1177/0038040710383520

Schneider, M., Marschall, M., Teske, P., & Roch, C. (1998). School choice and
culture wars in the classroom: what different parents seek from education. Social
Science Quarterly (University of Texas Press), 79(3), 490-501. Retrieved from
https://web-b-ebscohost-
com.ezproxy1.acu.edu.au/ehost/pdfviewer/pdfviewer?sid=f20ae118-1754-
4a41-bbe8-66b01979ce35%40sessionmgr112&vid=4&hid=110

Work, W., & Stafford, L. (2009). Parent-teacher communication.
Communication Education, 36(2), 182-187. doi:10.1080/0363452870937866

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EDFD227: Rubric for Assessment Task 3: Critical Essay

Aspects of High Distinction Credit Pass Unsatisfactory

Assessment Distinction

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

Structure, APA APA APA APA APA

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

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