| Description |
1 online resource (120 pages) |
| Contents |
Front cover; Building Positive Relationships with Parents of Young Children; Copyright Page; Contents; List of figures; Acknowledgements; Introduction; Part I: Laying the foundations of communication; 1. Working in partnership with parents; What do we mean when we use the term 'parents'?; How parental involvement in Early Years has changed over sixty years; What is happening today; Being clear about boundaries and core values; Cultural diversity; When parents are friends, neighbours or employers; Acknowledgement is essential; 2. What do we mean by communication? |
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The difference between 'tuning in' and 'communication'A definition of communication; Communication involves entering into a relationship; The influence of technology; Communication from the heart; Building relationships of trust; The energies of emotion; How the energy of fear is communicated; How the energy of love is communicated; Beware of touch as a communication of fear; The taboo of the 'love' word; You are doing the most valuable work there is; 3. Listening -- the number one communication skill; Remembering the words we hear; What does listening involve? |
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The seven personal qualities of the good listenerWearing the 'worried look'; The power of positive pretence; Barriers to listening; Becoming an active listener; Something to reflect upon; 4. Developing personal and social competence; Being aware of your ego; The Emotional Competence Framework; Four stages of competence; Symbolic and non-symbolic communication; Dress and personal appearance; Body posture and eye contact; 5. How to feel OK; Defining a transaction; Parent mode, Child mode and Adult mode; Understanding the different modes in action |
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The problem of the Parent-Child modes of communicationThe four life positions; Getting to I'm OK and You're OK: how to create Adult-Adult modes of communication; Part II: Communication skills in context; 6. How to give shape and meaning to conversations with parents and carers in Early Years settings; Structure is an everyday skill which is transferable; The reflective practitioner; What practitioners say at workshops about their ability to work closely with parents; What might parents gain from such a conversation?; What might practitioners hope to gain from such a conversation? |
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What are the key principles for engaging successfully with parents so that children make progress?Getting started; Moving on -- the exploratory, information seeking phase continued; Beginning to focus on the purpose of the session; Using the framework for an initial meeting; Being creative with the process as a whole staff team; Protecting spaces to think together; 7. Delighting in the parents and carers of pre-school children at points of transition; Supporting parents at the point of transition; So, what may have gone wrong on this occasion? |
| Summary |
Positive relationships between practitioners and parents are essential for young children's wellbeing, but achieving this can be difficult if there is not enough understanding about how relationships work when one person (the practitioner or teacher) has to play the professional role. Strong communication skills are fundamental to this relationship and to building a sense of community between home and nursery or school. This new book explores how practitioners can build warm, friendly and caring relationships with parents. It clearly explains the dynamics of a conversation, the theory behind h |
| Notes |
Blaming and scapegoating the parent as 'neurotic and over-anxious' |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Print version record |
| Subject |
Parent-teacher relationships.
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Parent-teacher relationships
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Lärare och föräldrar.
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| Form |
Electronic book
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| Author |
Read, Veronica, author.
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| ISBN |
9780203806371 |
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0203806379 |
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1136654852 |
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9781136654855 |
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9781136654800 |
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1136654801 |
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9781136654848 |
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1136654844 |
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