Reflections of parent relationships as partners in the Early Years: A person-centred approach

Case Study

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Professional development

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Amanda Norman University of Winchester, UK Relationships between parents and practitioners working in early education and care (EEC) settings Working in partnership with parents and carers is central to the Early Years Foundation Stage statutory framework (DfE, 2021a) and is one of the seven key features of effective practice in ‘Development Matters’ (DfE, 2021b). Collaboration between parents and practitioners can occur at various times and in various ways, such as supporting, advising, signposting information and reassuring parents. An open-door policy, as well as scheduled meetings and event days as points of contact and arranging home visits, all contribute to parent partnerships. Irrespective of the ways in which to engage parents, consistency and valuing the relationship between practitioners and parents in providing the best outcomes for the child during their early childhood should remain central. When partnerships are effective and meaningful to both parties, collaborati

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References

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Reflections of parent relationships as partners in the Early Years: A person-centred approach

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