The impact parental involvement has on children’s learning is well documented.
Researchers have evidence for the positive effects of parent involvement on children, families, and school when schools and parents continuously support and encourage the children’s learning and development. The most accurate predictor of a student’s achievement in school is not income or social status but the extent to which that student’s family is able to:
- Create a home environment that encourages learning.
- Express high (but not unrealistic) expectations for their children’s achievement and future careers.
- Become involved in their children’s education at school and in the community.
Young children experience transitions from home to service, from service to service, and from service to school. They need as much consistency and continuity of experience as possible in order to develop confidence and trust to explore and to establish a secure foundation of remembered and anticipated people, places, things, and experiences. Recording learning – sharing what is important to your child – eases this transition.
Strong foundations: Outcomes of good practice in transition processes for children entering primary school – Fabian & Dunlop UNESCO
Equity and diversity are key principles for forming respectful partnerships with families. When families feel supported and included in their child’s education and care children have better outcomes. Family-centred practice recognises the key role that families play in their child’s development and has been identified in many studies as being the optimal model for ensuring holistic, collaborative education and care.
– Victorian Early Years Learning and Development Framework
Equity and Diversity – Department of Education and Early Childhood Development, University of Melbourne
Evidence Paper Practice Principle 4: Equity and Diversity
Authored for the Department of Education and Early Childhood Development
by Madeleine Saffigna, Dale Franklin, Amelia Church and Collette Tayler.