Parents, Pr ofessionals and the Balance of Power
There are many definitions of partnership and different types of partnerships within the early
years. This assignment has enabled me to explore different partnerships and discuss the
implications for the relationships between parents/practitioners and children and also the
impact partnerships have on children’s wellbeing, experiences and learning.
Wheeler, Connor and Goodwin, 2009 states “partnerships can be shown through home visits”.
Home visits are when practitioners visit children’s homes before they start nursery. This
suggests that partnerships are formed through home visits as practitioners are communicating
and sharing knowledge with parents.
Given by the views and ideas from educationalists in the article by Greenfield, 2012 on home
visits, it is suggested that home visits position parents and practitioners differently. Greenfield,
2012 states Margaret McMillian 1919, carried out the first home visit to involve parents in their
children’s education by educating them along with the children. The term ‘educating them
along with children’ suggests that parents to be uneducated in this field which suggests
practitioners had more power. This is also shown as the article further explains practitioners
were considered to have all the knowledge, this suggests the position of parents to be fairly
low as Greenfield, 2012 explains the “practitioners were considered as the professionals giving
instructions to those who knew little”. This again undermines the parents as it implies they are
not knowledgeable about their child. However (Greenfield, 2012) states in the article “in the
1960’s it was suggested that parent’s views should be considered”. This raises the position of
parents ever so slightly in relation to this definition of partnership. In addition to this,
Greenfield, 2012 states “some settings compelled parents to agree to a home setting otherwise
the child would be unable to attend the setting”. This demonstrates the power practitioners
had over the powers by expecting parents to conform to their commands. However (Wheeler,
Connor and Goodwin, 2009) claims “home visits give power to parents as they feel more
comfortable and relaxed in their own home”.
“Nurse-Family partnership is a community healthcare program that assists first time mothers to
become confident and strong mothers by partnering them up with nurse home visitors” (Nurse
Family Partnership, 2017). This partnership is voluntary and is formed to enable first time
mothers to receive the guidance in the parental journey.
As this a voluntary partnership that can be formed, already it is shown that first time mothers
are not given less power as this partnership is not compulsory, suggesting that they are trusted
in the wellbeing of their child. In addition to this, (Nurse Family Partnership, 2017) claims “one
of the aims of the program is to ensure mothers are able to plan their own futures and achieve
their aspirations”. This aim demonstrates the power mothers are given in this partnership as
they taking charge of their future. Furthermore (Nurse Family Partnership, 2017) explain “the
program is set to attend to the needs of the parents”. This raises the position of the parents as
the aims of the partnership emphasises their importance. (Wheeler, Connor and Goodwin,
2009) suggests, “Parents being able to voice what works for them and fitting visits in their
routine enables them to feel in more control”.
(Fitzgerald, 2004) defines partnership as “parents and practitioners working together as
partners to ensure children have a positive experience and have a positive impact on their
learning development. Ward, 2013 suggests “parents can work together through effective
communication and involvement”. There are many views on how this definition of partnership
1
There are many definitions of partnership and different types of partnerships within the early
years. This assignment has enabled me to explore different partnerships and discuss the
implications for the relationships between parents/practitioners and children and also the
impact partnerships have on children’s wellbeing, experiences and learning.
Wheeler, Connor and Goodwin, 2009 states “partnerships can be shown through home visits”.
Home visits are when practitioners visit children’s homes before they start nursery. This
suggests that partnerships are formed through home visits as practitioners are communicating
and sharing knowledge with parents.
Given by the views and ideas from educationalists in the article by Greenfield, 2012 on home
visits, it is suggested that home visits position parents and practitioners differently. Greenfield,
2012 states Margaret McMillian 1919, carried out the first home visit to involve parents in their
children’s education by educating them along with the children. The term ‘educating them
along with children’ suggests that parents to be uneducated in this field which suggests
practitioners had more power. This is also shown as the article further explains practitioners
were considered to have all the knowledge, this suggests the position of parents to be fairly
low as Greenfield, 2012 explains the “practitioners were considered as the professionals giving
instructions to those who knew little”. This again undermines the parents as it implies they are
not knowledgeable about their child. However (Greenfield, 2012) states in the article “in the
1960’s it was suggested that parent’s views should be considered”. This raises the position of
parents ever so slightly in relation to this definition of partnership. In addition to this,
Greenfield, 2012 states “some settings compelled parents to agree to a home setting otherwise
the child would be unable to attend the setting”. This demonstrates the power practitioners
had over the powers by expecting parents to conform to their commands. However (Wheeler,
Connor and Goodwin, 2009) claims “home visits give power to parents as they feel more
comfortable and relaxed in their own home”.
“Nurse-Family partnership is a community healthcare program that assists first time mothers to
become confident and strong mothers by partnering them up with nurse home visitors” (Nurse
Family Partnership, 2017). This partnership is voluntary and is formed to enable first time
mothers to receive the guidance in the parental journey.
As this a voluntary partnership that can be formed, already it is shown that first time mothers
are not given less power as this partnership is not compulsory, suggesting that they are trusted
in the wellbeing of their child. In addition to this, (Nurse Family Partnership, 2017) claims “one
of the aims of the program is to ensure mothers are able to plan their own futures and achieve
their aspirations”. This aim demonstrates the power mothers are given in this partnership as
they taking charge of their future. Furthermore (Nurse Family Partnership, 2017) explain “the
program is set to attend to the needs of the parents”. This raises the position of the parents as
the aims of the partnership emphasises their importance. (Wheeler, Connor and Goodwin,
2009) suggests, “Parents being able to voice what works for them and fitting visits in their
routine enables them to feel in more control”.
(Fitzgerald, 2004) defines partnership as “parents and practitioners working together as
partners to ensure children have a positive experience and have a positive impact on their
learning development. Ward, 2013 suggests “parents can work together through effective
communication and involvement”. There are many views on how this definition of partnership
1
