本文主要讲早期儿童教育质量问题，为了提高儿童早期教育的质量，与家长建立伙伴关系是新西兰儿童教师的当务之急。在政策层面和研究层面有一个非常普遍的共识，即父母在提供信息和改善儿童早期教育方面扮演着非常重要的角色。然而，如何使教学社区能够利用家长服务来实现这些共同目标，在实际操作中仍然是一个挑战。在儿童早期教育中，有许多因素与父母作为合作伙伴的有效利用有关。文献综述的目的是在现有研究的基础上识别和分析这些因素。本篇essay代写文章由美国论文通AssignmentPass辅导网整理，供大家参考阅读。
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.
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