This study establishes the importance of enabling and helping the child to learn by the parent. This research proved with empirical analyses that majority of the students learnt the curriculum by using a dialogic approach, and hence benefitting from this system (Meade, 2012). Apart from learning skills the child also learnt about the social skill, and also enabled in easier cognitive development of the child. This was essentially proved from this research. This study proved that the child benefited individually from the parental interaction process. This enabled the wholesome growth of the child.
Even though a number of researches have been developed to foster this ideology, it is not found to be prevalent in the societies, owing to the fact that there are some natural hurdles in this process. According to empirical evidences, it is important to developing partnerships with families who are involved in childcare services (Gioia, 2013). Reason for this notion is that the different families and early childhood educators tend to come from different cultural backgrounds. Owing to this, their experiences and expectations are found to vary in cases of child development. These differences in culture can have a considerable impact on the family–educator partnership and the dynamics of the situation (Gioia, 2013). There is a typical balance maintained between what the parents bring to the education experience, and what the educators will bring to the classroom experience. For instance, there are micro and macro level cultural challenges. Some families based on culture will have group tendencies. These parents can bring benefits to the educational setting, and similarly educators will also bring their own micro and macro cultural practices to the environment (Gioia, 2013).
A research was conducted to probe into some of these issues that arise when there is a difference in comprehension of the expectations. These results in situation when teachers are try to provide holistic teaching and the respective families, are found to impede this development. On exploring the communiqué procedures and prospects of community care, it has been found that this difference in culture is found to be an impediment in how the issues have been constructed in the societies. When the children are found to come from culturally different backgrounds, it has been found that their learning and understanding of the narratives is significantly different (Gioia, 2013). In this, the teacher tries their best to teach the children about the various processes. It has been found that in spite of the best practices of the teacher, the child is not able to fully comprehend the issues. This has found to be impeding the learning ability of the child and frustrate the children. Hence, parents from culturally diverse background should strive to find ways to connect with the teacher, and ensure that there is collective growth in the societies (Gioia, 2013). Hence, cultural difference is one of the main reasons for impediments in the teacher parent relationship in the communities.