A partnership with parents in order to improve the quality of early childhood education is an imperative of the childhood teachers of New Zealand. There is a very common agreement both at the policy level and the research level that parents form a very strong role in the context of informing and improving early child hood education. However, the ways for the teaching community to be able to make use of parental services such that they achieve these common objectives still remains to be a challenge in actual practice. There are many factors associated with the effective use of parents as partners in early childhood education. The purpose of the literature review is to identify and analyse these factors based on existing research studies.
I find this is an interesting topic as in the overall understanding of how to improve the education of a person, the foundational knowledge concepts such as the very basics learned as a child will have a major impact. So in order to understand how to improve overall education, I believe it is critical to identify how to improve childhood education. I understand from most existing research studies that was discussed, that the question of increased productivity, when the parent and the teacher come together to teach a child cannot be questioned any longer. However, the issue is on how to make them come together in order to facilitate the teaching of the child. This has changed my perception as I did not believe the theory and practice to have such a large gap.
Inclusiveness in the context of diversity, as I understand it would mean that in an establishment everybody should be included, irrespective of their diversity, everybody must be considered an active contributor and hence must be included in the improvement of the process. So in the case of the study environment, one of the main challenges that teachers can face is in including the parents in the study environment. In more traditional settings of education, parents still play a role in education but of a more passive role. Now in the context of understanding, such benefits that the parent brings to the study environment, it is hence critical that the parent be included better and theory-practice gaps in this can be resolved only with institutional support.