ABSTRACT
This chapter argues that for a relationship between parents and schools that moves beyond the mere provision of information to a more genuine partnership between parents, communities and schools. Some of the nursery parents voiced concern about the more long-term use of play in the nursery. The lower school parents were pleased with the progress their children were making and held high opinions of the teachers. The parents of the lower school children were, on the whole, less affected in this way. These parents had already been through the experience of their children starting at nursery school, and in general saw their move to the lower school as a further indication that the children were developing in positive ways. Parents sought a solution by withdrawing into their own cultures and giving them meaning within the confines of their own immediate communities.
