ABSTRACT
This chapter explores the position of parents, carers and families in relation to interventions designed to tackle poverty and social exclusion. It briefly considers the historical position of families in terms of education provisions. The chapter examines different approaches and philosophies adopted to include them in their children's education. It considers the current context for working with families with reference to examples of good practice in terms of parent partnership models which enable the inclusion of families. The importance of parental partnership was further embedded in policy by the Early Years Foundation Stage, EYFS, which stated one of its central principles and aims was to 'create partnerships between parents and professionals'. Working with parents, carers and the families of young children is never easy but always worthwhile. The particular circumstances of those affected by living in poverty need to be carefully considered in terms of preventing potential barriers to inclusive practice.
