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Working With Families in an Early Childhood Setting. Understanding and Working with Families

In the life of every child family takes a special place. In the family the child grows and the first years of his life, he learns the rules of human relationships, taking from a family knowledge of good and evil, all that is characteristic of his family. The family is the source and the mediating link of transfer socio-historical experience and, above all, emotional experience and relationships between people to the child. Given this, we can rightly assume that the family was, is and will be the most important institution of education, socialization of the child.

Family – is an integral component of socio-educational activities, because the successful development and socialization of children is largely determined by family situation.

It is necessary to show that the cooperation of family and early school setting actually helps to bring up children.

The problem of cooperation of educators and parents is now urgent. The family provides the child a significant educational effect that no teacher can do. A child receives primary socialization in the family, but in theEarlySchoolsetting he acquires important experience: communicating with peers, cooperation with other children and adults, self-employment. Involving parents to participate in the educational process contributes to their overall educational culture, provides an opportunity to better understand their own child, to adequately assess his development, behavior, and communicate with him.

Meeting the challenges of cooperation requires that educators participate in psycho-pedagogical education of parents, study families, their educational opportunities, involve parents in the educational work of the early shool setting. Positive results in the upbringing of children are achieved when a combination of different forms of cooperation, with active inclusion in the work of all members of the early school setting and family members.

Parenting and work of educators must complement each other, giving a child best education and care.

 

 

References:

Crosson-Tower,C. (2009). Exploring Child Welfare. A Practice Perspective. Pearson Education, Inc

Brooks-Gunn, J,  Berlin, LJ, and Fuligni, AS.(2000). “Early childhood intervention programs: What about the family?”. Handbook of early childhood intervention. New York:CambridgeUniversity Press.

Galinsky E., Shinn M., Phillips D., Howes C. and Whitebook M. (1990). Parent/teacher relationships.New York: Families and Work Institute.

Kontos S., Howes C.,  Shinn M., and Galinsky  E. (1995). Quality in family child care and relative care.New York: Teachers College Press.

Lopez, M. E. and  Dorros S. (1999). Family-centered child care.Cambridge: Harvard Family Research Project.