High-quality early childhood program plays a critical part in the development and growth of children. The program helps create a safe and conducive environment while at the same time promoting the social, emotional, and physical well-being of young children. Even though growth and development among children is an ongoing process from birth onwards, there are significant changes in a child's life that occurs at specific stages of their development. Schools are an essential avenue that parents and teachers can use to monitor and nurture their children to develop positive characters and behaviors. This means that for early childhood education, there is a need for the classes to look, sound, and be perceived differently from the elementary classroom. This influences the child's performance and the overall learning process.
Studies show that early childhood programs help enhance parenting outcomes, spiritual nourishment, and cultural connections with children (Bakken, Brown & Downing, 2017). The curriculum has shown significant improvement to parent understanding of the children activities at school and child behavior in different ways. Through the program, the teacher is able to connect with the positive guidance approaches and help children develop positive self-esteem. The development of positive self-esteem will help children become independent and create a sense of autonomy. This helps improve their overall learning experience and their relationship with teachers and other students. While waiting for the long-term results for the early childhood program, there is a need for different input strategies such as engagement of families. Collaborating with other stakeholders in the early childhood education allows the children to assess their learning process and understand essential players in their lives. When they see productive coordination between different players in their learning process, they understand the need for a healthy relationship for long-term relationships. This means that the presentation of interest was 'collaborating with families' presented by Nancy Moretti.
In the presentation, Nancy focuses on the need for a supportive and collaborative relationship between teachers and parents to achieve quality education. To create a positive relationship, teachers need to build trust to enhance coordination with the parents on their children progress (Moretti, 2019). Continuous communication between the school administration and families create a stable and long-term relationship between the two players and with a good relationship comes financial and social benefits, fundamental for the development of the child at school and home. The presentation also acknowledges the need to create an open-door communication policy that can help improve the overall teaching and learning process in an institution. When this is achieved, parents can easily visit their children at school and raise concerns or make a contribution to how the teaching process is conducted. This is towards enhancing the quality of education.
This learning is resourceful and provides significant insights on the importance of parent-teachers engagement towards improved education quality for children. I have realized that collaboration is beneficial to both the teacher and the parent. Through collaboration, parents become comfortable with teachers and caregivers. With support, there is less worry, and there is a sense of emotional well-being and confidence. This means that families that engage with teachers through partnership programs enhance children learning the process. Active and continuous engagement and learning process will ultimately improve the cognitive development among children and bring families together. The presentation also focused on the need to respect parents input on their children learning the process. When this is done, parents feel valued and confident in the teacher's ability to take care of their children and impact them with educational skills. The existence of a trustworthy relationship nurtures children learning skills and creates a rewarding environment for the child's learning process. Children thrive when there is a positive working relationship between parents and teachers.
As an early childhood education leader, I will use this information to plan and develop a lasting, meaningful learning experience for the benefit of the children. When there is active participation among children, there is a likelihood of more engagement in the learning process which streamlines the learners' interests, abilities, and strengths. I will create a curriculum that helps children find their world through positive collaboration. This will provide valuable opportunities to find ways of connecting with children's small world and include them in the early childhood learning process. This then allows children to use their expertise and assess their passion in different areas, leading to authentic and dynamic opportunities for children. When parents can express their perception, I will be able to evaluate and incorporate their ideas and improve the learners learning process. This will enable learners to be active participants in the creation of relevant curriculum.
In conclusion, there is a need to nurture teacher-parents communication and engagement to achieve quality early childhood education. According to Zhang, Du, Sun & Ding (2018), online technologies can be incorporated to improve on engagement. Some families cannot manage to attend the meetings and school visits physically. Schools can also make videos to help learners with different projects. Schools can also use letters to coordinate with parents, informing them of their children progress, and how their performance can be improved.
Bakken, L., Brown, N., & Downing, B. (2017). Early childhood education: The long-term benefits. Journal of research in Childhood Education, 31(2), 255-269. https://eric.ed.gov/?id=EJ1136161
More Than a Letter Home: Activities to Send to Families Before the Year Begins | NAEYC. (2019). Retrieved 23 August 2019, from https://www.naeyc.org/article/letter-welcome-families
Moretti, N. (2019). AUECEVirtualConference - 2019 ECE Conference Presentations. Retrieved 23 August 2019, from https://sites.google.com/site/auecevirtualconference/2018-ece-conference-proposal-template?authuser=0#h.p_seYr2aG6B2Q0
Zhang, C., Du, J., Sun, L., & Ding, Y. (2018). Extending Face-to-Face Interactions: Understanding and Developing an Online Teacher and Family Community. Early Childhood Education Journal, 46(3), 331-341. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1173584&site=eds-live
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