Parent Teacher Association for child learning- Myassignmenthelp.Com

Question: write a polished Essay on the parent-teacher relationship in early learning and childcare. Answer: It is widely believed that parents and teachers constitute a very important part in a childs early learning and care experience. If teachers and parents cooperate together to bring positive changes in a childs education system and quality, then the three components of child, teacher and parent are believed to experience more veneration, appreciation and assurance (Lemmer, 2013). The stage of early learning and care in a childs life is extremely crucial in determining and molding the character and intellectual personality of an individual. This essay outlines the fact to attempt a detailed discussion upon the concept of parent teacher relationship in early learning and childcare. At times, when teachers and parents come together to make positive efforts in a childs journey to early education, it facilitates a wholesome environment for the concerned child to learn and evolve. In accordance to many psychologists, parent- teacher cooperation is the best method to corroborate that the child attains optimum potential in communal and comprehensive development. In the phase of early learning and education, when children witness affirmative interrelationships between their parents and their teachers, they instantaneously apprehend the significance of nurturing healthy correspondences and relations (Bruce, 2012). It is understood that children perceive familiarity and security when they are assigned under the care of those teachers, who are visibly held in high esteem and regards by their parents. This in turn aids the children to feel comfortableness and pleasance and thereby they can give their complete concentration on learning. Moreover, parents are also believed to gain benefits from these parent-teacher cooperative sessions. In general, notwithstanding the aptitude and the credentials of the assigned teachers, parents feel apprehension when they place their children under their care. This feel of consternation by the parents is a matter of common psychology and is deemed as perfectly normal. However, the occurrences of intimate collaborative sessions between the parents and teachers indirectly assure the parents of their childrens best interest and well-being, which in turn further lessens their stress (Denham, Bassett Zinsser, 2012). In addition to helping children to excel in their learning programs and to provide them the best care, collaborative parent-teacher sessions also assist in bringing mnages together. Parent teacher relationship in early learning and childcare is a two-way traffic, as it proves highly advantageous to both the involved parties. An enriching relationship helps in making the parents feel admired and revered by the teacher as an educational instructor. Resultantly, when the teaching aptitude of the parents are applauded and encouraged, the parents feel motivated to provide the best possible home education to the children, which make it facile for their children to thrive and grasp knowledge (Minke et al., 2014). On the other hand, when the teach ers perceive that their professional aptitude is effectively honored and relied upon, then they in turn can expend optimum time and effort to rear the pregnable children in their protective care. Ultimately, it is evident that the child receives the maximum fringe benefits in their early learning phase when close parent-teacher relationship encounters occur frequently. The fundamental concepts of parent-teacher relationship in early learning and childcare are veneration, esteem, lucid communication, cooperation and engagement. The educational establishments or the teachers must create occasions for intensive parent-teacher meetings. The teachers must possess or develop the perception to welcome and embrace parents wholeheartedly without looking at them through prejudiced lens (Golombok et al., 2014).The teachers must internalize the fact that parents are the best caregivers and cognoscente of their own offspring. Both the parents and the teachers must accept to know each other personally and it would be best if they were addressed by their names. Associating with every parent on an individual basis rather than on a general basis would be much more rewarding and fruitful. The teachers must offer encouraging and emboldening feedback to the parents so that they can take actions to mitigate any negativity. The parents must always be kept on track regarding any important news and data. The parents as well as the teachers must be responsive and active towards any enquiry or query. The parents must feel free to talk to the teachers about any child-related issue and the teachers in return must do that as well. The parents must be allowed to access teaching materials such as study books, lesson videos and parenting journals from the educational establishments or from the teachers so that they can promote positive learning conduct at house. The last but not the least, the new age technique of holding open visit style classrooms helps to provide an opportunity to the parents to participate and get involved in their childrens early learning happenings (Strogilos Tragoulia, 2013). At the conclusion, from the above detailed discussion, it can be said that building honest parent-teacher relationships takes gradual time and incessant transmission of information. Trust is the most substantial factor in bringing parents and teachers together and cementing their relationship. Undoubtedly, the children who are in their early learning phase benefits to a massive extent when both the teachers and the parents exhibit the initiative to know each other profusely within the boundaries of the professional terms and thereby extend their hands in deliberative cooperation. Through this, the child receives vigorous care and support. References Bruce, T. (2012).Early childhood education. Hachette UK. Denham, S. A., Bassett, H. H., Zinsser, K. (2012). Early childhood teachers as socializers of young childrens emotional competence.Early Childhood Education Journal,40(3), 137-143. Golombok, S., Mellish, L., Jennings, S., Casey, P., Tasker, F., Lamb, M. E. (2014). Adoptive gay father families: Parentchild relationships and children's psychological adjustment.Child Development,85(2), 456-468. Lemmer, E. M. (2013). The parent-teacher relationship as partnership: a conceptual analysis.Journal for Christian Scholarship= Tydskrif vir Christelike Wetenskap,49(1_2), 25-54. Minke, K. M., Sheridan, S. M., Kim, E. M., Ryoo, J. H., Koziol, N. A. (2014). Congruence in parent-teacher relationships: The role of shared perceptions.the elementary school journal,114(4), 527-546. Strogilos, V., Tragoulia, E. (2013). Inclusive and collaborative practices in co-taught classrooms: Roles and responsibilities for teachers and parents.Teaching and Teacher Education,35, 81-91.