3.1.7 Involving Parents in Early Childhood Programs
The first and primary source of social support for young children are parents. The following overview has been adapted from a joint publication of the Canadian Association of Principals and the Canadian Association for School Health (1996).
The rationale for engaging parents in early childhood programs through school-related activities is obvious. However, the keys to effective parental involvement are complex and challenging. Many of the attributes of an individual that underlie resiliency or risk to health or social problems are acquired in the family setting (Mangham, 1992). Qualities such as self-esteem, confidence, decision-making skills, assertiveness and social bonding are all strongly affected by the parenting we receive.
We also know that individual parent involvement in the learning process leads to greater student achievement (Fullan, 1991). Although the research on collective parental involvement in governance is less definitive regarding gains in student achievement (OPSOA, 1994), there is no doubt that such involvement improves the school's responsiveness and accountability.
Finally, parents can act as advocates for children and schools within the community and the school district. They can reach out to local businesses, the media and service clubs. They can press for adequate services from community agencies. They can approach municipalities, school boards, social service agencies and Boards of Health to request programs, services or policies.
Not all parents have the time or resources to be fully involved in school activities. Therefore, we need to plan specific ways that enhance parental participation in promoting health and learning and that recognize the many different ways parents can be active.
Individual parent involvement in school-related health promotion can occur in these ways.
* · being regularly informed of their child's academic progress as well as their human, social and healthy development
* · receiving additional, regular reports if their child is experiencing difficulty
* · being informed of health or social problems relevant to their community
* · receiving information on the goals of the school's programs and relevant community health and social services
* · being involved in home-based learning activities that support classroom instruction
* · responding to surveys on children's issues and satisfaction with programs
* · being educated or trained in parenting skills or strategies on specific health or social problems
* · being a parent volunteer for school activities
* · electing parents to school advisory committees or councils.
Collective parental involvement in school-related health promotion can include several types of activities as well.
* · organizing a parent information meeting, workshop or parenting course or parent resource center in the school
* · serving on a parent committee
* · fundraising for materials, resources or equipment for the school
* · forming a group to advocate for school, agency or community policies, programs or services
* · advocating for policy from the municipality, social service agency or Board of Health
* · forming or joining a voluntary or self-help group
There are also a variety of strategies to reach parents as outlined in this table
Parents Promoting Health: A School-Related Action List |
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Programs Goals |
Means/Activities |
Outcomes |
| Informing Parents | · Voice mail, Internet technologies · Information meetings · Cooperation with local media · Health fairs · Newsletter inserts |
· Access to information and other resources facilitated (include those on Internet) · Family health information is distributed · Parents links to health agencies are improved |
| Educating Parents | · Workshops and conferences · Continuing education courses · cooperating with community agencies to deliver programs for at-risk
families |
· Mainstream parents prepared · Interested parents improve parenting skills · Parents experiencing difficulties are supported |
| Involving Parents | · At-home activities linked to the curriculum · Volunteer as tutor, mentor, organizer · Presentations, reports on school health programs · Reviews of education materials · Consultations on school policies · Use of parent interviews, reports to note risks |
· School policies are reinforced · More resources for schools · Better support for schools · Children at-risk are identified and referred · Controversies are avoided or managed · Students learn better |
| Empowering Parents | · Supporting parent presentations to school district, agencies, municipalities, business groups · Referrals to community self-help groups, resources · Use of school facilities for delivery of services · Awareness activities with local media, businesses and community groups |
· Community-school coordination is improved · Public policy is improved · Barriers to parent participation are reduced · Parents get help |
The barriers to effective parental participation in school-related health promotion activities has been documented in the education and health promotion literature (Fullan, 1991; Durkin & Kingdon, 1995; Mangham, 1992; White et al, 1992; Hahn et al, 1996; Liontos, 1992). These barriers should be considered and countered in planning your school's programs.
Barriers for Parents |
Barriers for Educators |
· Times for involvement are inconvenient for working parents · Transportation and baby-sitting costs · Cultural and language barriers · Previous negative experiences or attitudes towards schools · Feelings of inadequacy, failure and poor self-worth · Confusion with education jargon · Failure by school to use multiple and innovative forms of communications (student's enthusiasm is best attraction) · Lack of coordination between school and health agencies · Communications from school usually focus on problems |
· Minimal commitment to parent participation · Doubts about their abilities to work with at-risk parents · Concern about sensitive health issues · Concern that teaching authority will be undermined · Lack of time and funding for school-parent communications · Inadequate teacher access to technologies (e.g. voice-mail) · Some parents are motivated by single concern only, and therefore are not representative · Teacher expertise is not recognized |
Strategies for School Principals
There are a variety of strategies that school principals can use to engage parents in health promotion (Mangham, 1992; Hahn, 1996; Woody, 1985; Burch, 1985; Liontos, 1992; Bond & Wagner, 1988).
1. Address the needs of families that are not within the norm of white, middle-class families. Include blue collar parents, single parents, families of minority cultures, families in rural areas, inner-city families, foster families.
2. Rely less on experts and more on parents to determine the goals of programs and to rate the success of programs. Involve parent volunteers at activities by having them lead sessions, serve refreshments, do administrative tasks.
3. Do not focus solely on changing parental behaviours. Seek changes in public policy, social norms and allocation of economic resources. Organize inservice sessions for school staff.
4. Identify specific barriers to participation such as travel, weather and hours of operation. Consider public transportation routes and times. Organize carpools. Offer baby-sitting services on site with student volunteers.
5. Offer different forms of involvement to parents, individual and collective, ranging from receiving information to participating in decision-making.
6. Affirm the importance of family and parents through public awareness campaigns.
7. Communicate with parents in a variety of ways including mailings, telephoning, etc. Involve students in the process and ask them to tell their parents about the activities.
8. Shape public policy to support families and the role of parents in health promotion. Encourage parents to join advocacy groups and service organizations.
9. Implement programs with consideration of parents' needs and convenience. Include social aspects.
10. Link parent education with community education and awareness programs.
11. Advocate for a continuum of family services.
12 Link parent-education with support services, social support and a healthy physical environment. Invite community agencies and organizations to participate in planning events.
Parent Involvement in Early Childhood Programs
Early childhood researchers have also focused on particular aspects of parental involvement in schools. Swick (1993) has examined the relationships between parents and teachers to see what the mutual benefits are and what risks have to be overcome. The roles of other partners are discussed. As well, Swick applies this knowledge to early childhood education. A significant part of this effort must be centered on caring and concern for the child.
King (1991) has examined how schools can work with parents who both work. She examines the feelings and attitudes that exist regarding working mothers and how this affects their relationship to the school. Time is also another essential factor. Practical advice on scheduling, parent visits to the school, parent education and resource centres and informal communication is offered.
The National Diffusion Network, an agency funded by the U.S. Department of Education, has compiled a list of early childhood/parent involvement programs that have been evaluated to be successful. Descriptions and details about these programs can be found at this website: http://www.ed.gov/pubs/EPTW/eptw11/.
Another aspect of parental involvement is encouraging and supporting parents to be able to support their child. Parents of young children can assess the development of their child by considering items such as sleeping habits, eating habits, toilet practices, the range of emotions, friendships, variations in play, responses to authority, curiosity, interests outside of themselves, spontaneous affection and enjoyment of life.
Just for Me: A School-Parent Program An example of an effective school program that works with parents to support the development of young children is Just For Me , a print, video and parent education program published by Health Canada. The kit includes videos for students in Grades 2-4 and videos for parents. The emphasis is on a comprehensive approach which links teacher and parent efforts. |
Go to these pages for more on school efforts in readiness:
3.1.1 Kindergarten
3.1.2 Instruction
3.1.3 Curriculum / Learning Outcomes
3.1.4 Student Assessment
3.1.5 School Social Climate
3.1.6 School Physical Environment
3.1.8 Early Prevention
3.1.9 Poverty
3.1.10 Special Needs
3.1.11 Support from School District, Ministry and Other Agencies
3.1.12 Monitoring Progress
Go back to the Introduction for more on support from home, agencies and community.
See also:
* - Planning for Parent Participation in Schools for Young Children (ERIC Digest)
* - Teacher-Parent Partnerships (ERIC Digest)
* - Working with Working Families (ERIC Digest)
* - Father Involvement in Schools (ERIC Digest)
* - Early Childhood/ Parental Involvement: Programs that Work (Internet Links - US National Diffusion Network)