ABSTRACT

A new chapter in this edition is included because of the key role parents play in their children’s development and the consistent confirmation of this in research findings, most recently linked to Sure Start, but for many years previously in research by the Oxford preschool research project in their publication Parents and Preschool (Smith, 1980). In addition, At Home in School (Edwards and Redfern, 1998), and, linked to preparing parents to develop their children’s literacy skills, Preparing for Early Literacy with Parents (Nutbrown and Hannon, 1997). Currently, a wealth of information is available from government bodies (Allen and Duncan Smith, 2008; Allen, 2011) that improvements in early learning experiences for very young children are most effective if there is a commensurate level of involvement by parents and carers. Very recently the government have published their response to the recommendations from Graham Allen MP, Rt Hon. Frank Field MP and Dame Clare Tickell in Families in the Foundation Years (DfE, 2011c). The Tickell report (2011a) includes a recommendation that, ‘greater emphasis is given in the EYFS to the role of parents and carers as partners in their children’s learning’. An illustration of an example of this is that practitioners are required to provide to parents and carers a short summary of their child’s communication and language, personal, social and emotional, and physical development between the ages of 24 and 36 months. This should form part of the health-visitor-led health and development review at 2. The chapter aims to share the findings of key reports and research and to illustrate key recommendations with examples of excellent practices and case studies from a variety of settings. Other chapters refer also to the key role of the parent/carer, particularly those linked to early communication and language and development, and their vital role in supporting children with additional learning needs.