Concepts in parental participation in childhood education: Building family-school partnerships to nurture positive youth outcomes

Abstract

This research paper explores the idea of parental participation in childhood education. Evidence is mounting worldwide, that the key to developing confident and constructive youth, is to encourage positive home-school relations and provide an optimistic approach to learning. Unfortunately the notion of parental participation is still yet to be acknowledged in many Australian public schools. By summarising key definitions, theories and research in parental participation, this report shall indicate how parents and teachers can improve family-school collaboration. Outlining perspectives of education since industrialisation and providing a chronicle of Australian Government reform, highlights how our conservative public education system is still limiting participation. Investigating societal and cultural views on education reveals further barriers to involvement. Revealing the positive outcomes of active participation and exposing the negative consequences of absent parents proves just how important parental influence is. Finally, presenting methods of increasing parental participation will underline how change can be achieved. In this report, parental participation will also be referred to as parental involvement and parental engagement. The term parent refers to any adult responsible for the care of a child, including mothers, fathers, grandparents, relations, foster carers and guardians