Staying in Step: Supporting Relationships with Families

Autor/inn/en	Raikes, Helen H.; Edwards, Carolyn Pope
Titel	Staying in Step: Supporting Relationships with Families
Quelle	In: Young Children, 64 (2009) 5, S.50-55 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Child Care; Parent Teacher Cooperation; Interpersonal Relationship; Teamwork; Teacher Role; Teacher Student Relationship; Educational Environment; Parent Participation; Family Involvement + Suchen Sie Ihr Suchwort? Kinderfürsorge; Kinderbetreuung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elternmitwirkung
Abstract	This article begins with vignettes illustrating some of the concerns that parents have about relationships in child care. It may be helpful for teachers, students, and directors to reflect on the feelings of parents about relationships in child care. It may also be helpful for parents to recognize the universality of common questions of parents. To address a parent's concerns, the authors identify eight principles of relationship-based approaches for including parents: (1) Relationships with parents are valued and cultivated. Parents and teachers are partners; (2) In relationship-based programs, teachers and directors provide support and information about parenting; (3) In relationship-based programs, teachers seek to form a closer relationship with the child, providing a secure base during child care. They recognize that such a relationship supports the child's development and does not interfere with the relationship with parents; (4) Relationship-based programs provide parents with extensive information about the program as well as about their own child; (5) Relationship-based programs build community among the parents; (6) Relationship-based programs value the contributions of parents to the program overall; (7) Relationship-based programs seek continuity between family values and program offerings; and (8) Relationship-based programs articulate relationship-oriented principles and practices to parents. In this article, the authors discuss these principles and supplement their discussion with suggested language for teachers and directors to use when interacting with parents. This will aid in the teacher's discussion of each of these aspects of the program's relationship-based approach with parents. (ERIC).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://journal.naeyc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10