Govan, Racheal (2019) How can I utilise meaningful partnerships with parents as a tool to engender social justice within my Early Years Setting? Masters thesis, National University of Ireland Maynooth.

Preview

Download (1MB) | Preview

Abstract

The influence Early Childhood Education has transformed dramatically over the last ten years with the introduction of ECCE programme (DYCA, 2016). As a result of this, it is paramount that we as Early Years’ teachers recognise the changing platform, we have now been afforded, that now 98% of children in Ireland are exposed to Early Year’s education (DCYA, 2016). This platform I had recognised afforded me as a teacher the opportunity to support parents’ journey becoming their children’s “primary educators” as they begin their educational journey in a hope to combat the social injustice which occurs on educational platforms (Bunreacht na hEireann, 1937 and Bordieu, 1997). I felt this was important as Ireland’s constitution recognises a child’s parents’ as their primary educators of their children (Bunreacht na hEireann, 1937). The aim of this research was to support the sense of recognition for the role parents play in their children’s early year’s education and to empower them within their role. I utilised research previously conducted from the field to inform my plan to carry out the research. I identified my current beliefs and biases on this topic were teased out throughout this research. My current level of practice with parental involvement was assessed through qualitative and quantitative research. A triangulation of data was acquired through sample groupings of reflections of practice, questionnaires, consultations with the children meetings and other teachers. The current cultures of the families, the teachers and myself were explored and our levels of expectations regarding “meaningful parental partnership”. The objectives of meaningful parental partnership is to develop a more enriched curriculum for the children and improve professional relationships and further empower parents within their current roles. Through research cycles undertaken it was also identified what beliefs the children held regarding their parents’ involvement in their education. This study addressed issues that arose in the development of meaningful parental partnership and the implemented strategies to develop these partnerships. It also provided future suggestions of implementation to enhance current parental partnerships. It also increases the knowledge of the benefits of meaningful partnership for both the children and their parent. Finally, it aided with the adaptation of values through knowledge and combat social injustice on an educational platform.

Item Type:	Thesis (Masters)
Keywords:	utilise; meaningful; partnerships; parents; tool; engender; social justice; Early Years Setting; Froebel; Department of Primary and Early Childhood Education;
Academic Unit:	Faculty of Social Sciences > Froebel Department of Primary and Early Childhood Education
Item ID:	13698
Depositing User:	IR eTheses
Date Deposited:	30 Nov 2020 16:50
URI:
Use Licence:	This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

Repository Staff Only(login required)

Item control page

Downloads

Origin of downloads