The Participation of a Parent in the Learning - Assignment Example

Outline 1. Statement of ethical consideration 2. Task 1: The models of parental involvement 2.1. Introduction 2.2. Models of Parental involvement 2.3. Conclusion 3. Task 2: reflective account 3.1. Introduction 3.2. Reflective account 3.3. Conclusion 4. Self reflection Reflection on effective partnership with parents to support children’s learning and development 1. Statement of ethical consideration I confirm that I am currently meeting the aspects for the E105 and that I have a valid Agreement with Confirmer Form. All information for this TMA has only been gathered from the nursery setting, which has been identified on my employer Permission Agreement Form. In this TMA, I have adhered to the E105 ethical guidance by ensuring all information is confidential to my setting, making sure that no names of children or my setting have been stated. 2. Task 1: The models of parental involvement 2.1. Introduction The participation of both the parent and teacher is important when it comes to learning and development. A child whose parents and teachers are involved will get their support and learn as they develop. This essay will discuss models of parental involvement. It will give the strengths and weaknesses of the preferred model. Then it will compare the preferred model to the approach in practice and investigate practices that can be changed. 2.2. Models of Parental involvement There are five models that highlight the involvement of parents in a Childs learning and development (The Open University, 2010, p. 53). They include the expert model, consumer model, transplant model, empowerment model and negotiation model. The expert model entails giving the teacher or professional a lot of responsibility for leaning and development while the parent remains passive. The teacher is considered knowledgeable and; hence all decision making is done by the teacher. The parents together with the child rely on the instructions that the teacher will give. Interaction between the parent and the teacher is low. The teacher communicates formally to the parent about progress and as they give instructions. The teacher in return does not show any concern in partnership and continually uses professional language to communicate. The transplant model is characterized by an overstraining on the part of the parent, in place of partnering with the instructor or teacher. The teacher being in control shares the task of teaching with the parent. For instance, a parent is shown how to teach by the teacher to assist the child learn. The parent is involved in impacting knowledge yet they could play their part by interacting with the child. Consumer model places interest on the partnership of the parent and the teacher. Parents initiate participation in school progress and then raise their concerns. Parents get to know their children’s environment and bring them to learning institutions as well as pick them later in the day. Relationship between the teacher and the parent is formal. Parents desire informal situations in the learning institutions where they can learn and exchange ideas with the teacher. The empowerment model emphasizes the importance of a family. When making plans for learning and development, the teacher recognizes the power of social relations within the family unit. Bearing in mind the set up of a family the teacher allows the parent to become a partner. The parent is given the opportunity to make decisions for their child. Empowerment approach recognizes parent’s ideas as important. The last model is the negotiation model, where partnership between the parent and teacher give confidence in negotiation. This approach entails developing a good relationship and an effective communication that facilitates shared decision making. The opinions and ideas presented are discussed and the negotiation ends up in understanding and a joint outcome in decision. The joint decision is agreed upon and the parties are content and it is implemented. The teacher and the parent are valued and their ideas are incorporated in learning. Their positions are recognized. The best approach when dealing with parents to support a child’s learning and development is the negotiation model. Both the parent and the teacher interact with the child. When playing their role each gets to know the child’s capability and weaknesses. Exchanging ideas to arrive at a common solution enables the child to acquire maximum benefit from the teacher and the parent. The negotiation model depends on the cooperation of the teacher and the parent. Both should have a working relationship. Moreover, they should practice good communication skills as well as be willing to engage in good negotiation skills. Past practices have entailed the teacher being the decision maker and playing a major role in the learning and development of the child. This is different from the negotiation approach. Negotiation approach ensures that the parent and the teacher participate fully. The participation of a parent brings in new ideas and relevant information on the abilities of the child. Therefore, there is need to incorporate the parent in making choices when a child is learning and developing. To incorporate the negotiation approach in the current environment, parents will be contacted and invited to give their opinion and preferences about their children. Face to face conversation will facilitate a rapport that can be used to create a significant relationship. After the relationship is created maters that need the input of the parent can be presented for discussion. The negotiation approach may become unsuccessful if some of the parents fail to avail themselves. Other parents may not be willing to get involved with the learning institution. While other parents may be willing to negotiate, the may lack negotiation skills and contest so that their ideas are adopted. A curriculum that encourages participation of parents can be developed. This will involve creation of activities that the teacher and parents will implement and make observations (The Open University, 2010, p. 57). The observations are then discussed depending on the needs of the child. When the parents and teachers make observation and share the information, each one will know the specific needs of each child. As a result, the parent or teacher will play their role to assist the child learn and develop. 2.3. Conclusion The participation of a parent in the learning and development of their child is significant. Parents have the responsibility of assisting their children acquire knowledge. There are five models that reveal the different ways parents get involved in their children’s learning. They are: the expert model, consumer model, transplant model, empowerment model and negotiation model. The negotiation model is the best approach because it enables change of ideas and the full participation of the parent. The challenge is that negotiation depends of a relationship between the teacher and parent, good communication skills and good negotiation skills. Previous practices where the teacher made the decisions can be replaced by a working relationship that facilitates communication and negotiations in decision making. Participation of the parent will lead to positive outcomes in learning and development. Word count: 1009 words. 3. Task 2: Reflective Account 3.1. Introduction A self reflection is an exercise of answering question directed to the individual from themselves. The motive is to see existing practices and the possibility of making improvement. This task explains a reflective practice cycle and a gives a version of the reflective account. Reflective account Investigating own practice is a necessary step to ensure that competence is attained. When beginning to practice one has challenges related to the tasks given and strengths that go alone with capabilities. One gets to learn and experience the experience in changing to circumstances when situations change. Practical analysis is a way of mending challenges and fostering strengths in a profession. A reflective account assists identify areas of weakness and strengths that need to be reinforced. The results of the analysis are a positive outcome in the profession. The reflective account entails answering questions related to practice and values involved (The Open University, 2010, p. 18). To be able to evaluate the reflective account, it is necessary to analyze the reflective practice cycle. The reflective practice cycle is concerned with activities conducted at work. It takes the form of an enquiry. Reflective practice cycle is composed of four phases. The first phase is where the professional teacher deliberates at the nature of their practice. In the next phase, the teacher investigates on their daily practice by exploring what happens and what gaps exist. The next phase is the reflection phase. The professional reflects on what they do, their capability and what information is available. In the last phase the teacher implements change to experience development in their work. The reflection is then repeated. The last phase reveals the acquired skills and improvement in practice. The cycle gives the professional an opportunity to improve. In the first phase the reflection account recognizes the value in partnering with the parents when it comes to a child’s development and learning. The belief is that parents can contribute to their child’s learning and experience improved performance. Parent’s involvement could create motivation in learning and cause change in attitude. When children have a positive attitude they can learn effectively. The desire in the first phase was to involve parents to participate in making choices for their children. The aim was to find out how parents can partner in the decision making of the children. In the second phase an enquiry on the availability of parents was made. Furthermore, assessment of the previous practices by other professionals was explored. The motive was to gain relevant and applicable knowledge to involve parents to participate. Daily activities are reviewed and recommendation made to create avenues for implementing change. The reflection phase follows where forethoughts on the existing practice and available information in the partnering of parents and teacher are considered. The reflection also involves relating the findings with existing practice from other professionals. This results in discovering new ideas and values. It changes the existing values where the parent is given the opportunity to participate. It causes one to see difference in professional practice by exploring practice and considering other alternatives. The last stage focuses on implementing necessary practice according to the findings. The result is improved relations between the teacher and the parent. The exercise considers analyzing the measure of development that can be attributed to the reflective cycle. The development could be an increase in participation of parents in making choices for their parents. It also includes new skills and information gained from the reflection. Ideas encountered from literature enlighten the professional on other practices and skills that can improve the learning outcomes. Such literature discusses various theories commonly used in the learning institutions. As a young professional new skills are acquired during practice, and when implementing newly obtained knowledge brings change. The new skills significantly improve the existing practice. Learning about models of parental involvement reveals different ways parents participate in the learning and development of their children. From the variety of theories one can choose the theory that best suits their situation. The knowledge creates an opportunity to improve unproductive practices like the passive participation of parents. Additionally, to get a meaningful practice to follow acts as a motivation to the teacher when it comes to learning. The new ideas give one a reason to engage parents and initiate activities that will encourage participation. Some of the changes that occur include the involvement of parents in daily activities of their children. Parents become aware of the curriculum and the syllabus to be covered. They become confident and aware of how to assist their children to learn. Parents interact with other parents as well as the teacher more frequently than before. Parent’s relationship with the teacher is created enabling both exchange ideas to improve learning and development. The best practice in partnership is engaging a practice that involves negotiation. The teacher and parent exchange their opinion and the best solution is sought. Moreover, a practice that recognizes the law and follows policy directives is the best. Parents have a responsibility to assist their children to develop and acquire knowledge. They can be assisted by the teacher to enable their children benefit from a productive relationship and partnership. 3.2. Conclusion There are four phases in the reflective practice cycle. In the first phase the teacher reflects on the nature of their practice. In the second phase the teacher reflects on what happens and the existing gaps. Next the teacher reflects on their capabilities and necessary information. Lastly, the teacher reflects on new skills and develops. Using the reflective practice cycle brings change that causes effectiveness in learning and development. Gaining knowledge from the theories gives new ideas. When enacted outcomes include increased parent participation in their child’s development and learning. Word count: 954 words 4. Self-reflection Writing the essay significantly improved my understanding on the role of parents. Moreover, the topic is interesting and gives new ideas on participation of the parents. The outcomes of the child are learning and development can be improved if the parents actively and consistently participate in decision making. Writing was a challenge and consumed a lot of time. Word count: 58. Bibliography The Open University. 2010. Exploring Reflective Practice: working with others, Walton hall Milton Keynes. Read More