Nursery staff who keep parents at arm's length because they fear criticism and interference are now, fortunately, few and far between. The role of parents as the first educators of their children is increasingly recognised. Nursery inspectors look for evidence of a successful 'parent partnership' and consider four aspects:
* the quality of information given to the parents
* how well they are informed about their child's progress
* whether they are encouraged to share what they know about their child and
* to what extent they are involved with their child's learning.
Straightforward, accurate, easily understood information for parents is essential. In practice, it can sometimes be either scant or too complex. Parents should be helped to feel comfortable about asking for explanations if they have doubts. They should also be made familiar with the nursery's educational aims, for example by looking at displayed plans and photograph albums. Records of achievement or progress files must be easily accessible - if necessary these can be discussed more fully in formal meetings, or written reports can be sent home.
Arranging for evening meetings and home visits can often overcome the problem of getting information to parents who either work long hours or cannot come to the nursery for some reason.
For parents who can spare time at the beginning and end of the day, there should always be time for them to chat informally about their child's developmental progress with staff. These relaxed exchanges are often the cement of a good home/nursery relationship and can be enjoyable for everyone.
One other useful idea is a home/nursery diary, which travels with the child and contains written comments by both staff and parents. This sort of link between home and nursery enables staff to plan activities based on what children already know and can do, taking into account any special needs, difficulties at home, or cultural and religious differences.
It is also important to ensure that parents don't feel excluded from coming into the nursery. This welcome should begin with a good 'settling in' policy, whereby parents can stay with their children until they feel confident to manage alone without them for the nursery day, and be maintained by encouraging an open-door approach that will help parents feel comfortable about staying if they wish.
Many parents may want to make contributions to nursery life by sharing, say, musical or craft expertise or helping with an activity. For others who cannot stay, or who feel shy or intimidated, suggestions as to how they can continue activities with their children at home or contribute items for topics will help them feel less isolated. Parents can also join group committees or organise a parents' association to help with fundraising and social events.
Jean Evans is a registered nursery inspector and early years consultant