ABSTRACT
This chapter highlights that parents are often willing to engage in partnership with the early years setting. It investigates practitioners’ thoughts on what makes partnership with parents effective, what are some possible barriers and what are some precise practices in place. Partnerships recognise shared responsibility of home, school and community in children’s learning and well-being. In partnerships, educators, families and communities work together, share information, celebrate success and support children to reach their full potential. Research in Greece has shown that the most common means of communication is informal conversation during departure and arrival times. The Starting Strong III report highlights the increasing inequity and diversity among parents as another barrier. The Greek Pre-primary teachers who participated in this small-scale exploratory study attributed effective partnership with parents and families to collaboration. Greek practitioners evaluated this possible factor as a reason why and when partnership with parents can be problematic.
