E123_1 Parents as partners

家长亦伙伴

Time: 16 hours

时间：十六小时

Level: Introductory

难度：入门

Introduction

前言

Introduction Resource

前言

In this unit we look at the
notion of parents as partners. We identify a cluster of reasons why
partnership is considered important – for children, parents and
practitioners – and give examples of ways...

在本单元我们将了解到家长作为伙伴这种主张。至于为什么伙伴关系被认为是重要的——对于孩子、家长以及相关工作者，我们找到若干理由，并给出实践范例……

What is meant by ‘Partnership with parents’

“与家长结成伙伴关系”是什么意思

What is meant by ‘Partnership with parents’ Resource

“与家长结成伙伴关系”是什么意思

‘Partnership with parents’ is a
familiar phrase in education. Without exception, all early years
settings wish for a close, two-way relationship with children's parents
and carers. There is considerable...

“与家长结成伙伴关系”是教育中的一句常用语。毫无例外的，所有的早期教育机构都希望于儿童的家长或照顾者形成一种密切的、双向的关系。有相当……

1: Practitioner – parent partnerships

一、教育工作者与家长的伙伴关系

The nature of partnership

伙伴关系的本质

Partnership: An association of two or more people as partners; a joint business.

伙伴关系：两或多个人以合伙人的身份相互交往；一起做的事情。

A broadly accepted principle

广泛接受的原则

Looking back over time, parent –
practitioner relations didn't always get off to a good start. Increased
provision for children in the early years, including universal state
education, served to create...

回头看看过去，家长—教育工作者的关系并不能总是有一个良好的开端。在儿童早期几年里增加更多供应，包括普通国家教育、为创造一种……

Why work together?

为什么要合作？

There are many reasons why
parents and practitioners should work together. Writers and
practitioners often stress the benefits for children's learning when
practitioners, parents and children work as a...

对于为什么家长要和教育工作者合作，这里有很多理由。当从业者、父母与孩子一起工作的时候，作家与从业者往往强调儿童学习的利益……

Parents are educators

父母是教育者

There is a sense in which all
parents are educators, whether or not they work in conjunction with
their child's professional educators. Indeed, some parents extend this
intuitive involvement by formally...

有这样一种观点，所有的父母都是教育者，无论他们是否与他们孩子的专业教育者配合。事实上，某些家长通过正式的成为家庭教育者来扩展直觉……

Parents give ‘background’ support to practitioners

家长给予教育工作者背后的支持

Many parents take on an educating
role – through their own initiative, or perhaps through their liaison
with practitioners and teachers. They provide specific support within
families for the learning that...

许多家长都扮演一个教育角色——通过他们自己的行动，或者通过他们与教育工作者和教师的联络。他们在家庭中为学习提供了具体的支持……

Many parents work alongside practitioners

许多家长与从这一起工作

Parents can provide invaluable
support to children within an early education setting – offering
occasional help when practitioners request it, or working as regular
volunteers or maybe as paid assistants....

家长可以为孩子在早期教育环境中提供宝贵的支持——偶尔在从业者需要的时候提供帮助，或者作为经常性的志愿者，或者有偿服务……

2 Partnership issues for practitioners

二、从业者的伙伴关系问题

Perspectives and challenges

视角与挑战

As we have suggested, parents and
practitioners may have different perspectives on partnership, and this
raises important issues for practitioners when seeking to involve
parents in their work with children....

正如我们所建议，父母与教育工作者对于伙伴关系有着不同的看法，当教育工作者寻求父母的帮助时会导致重大问题……

Recognizing that parents are individuals

认识到每位家长都是独立存在的

Just as practitioners regard
children as individuals, so it should be with their parents. However,
because most parents are more distanced from practitioners' immediate
professional lives than children,...

正如教育工作者将每一位儿童视为独特个体，那么他们也应该如此对待家长。然而，与儿童相比，家长距离教育工作者的实际专业生活更加疏远，……

Understanding why some parents decide not to be partners

理解某些家长决定不合作的原因

Carol Vincent's ‘detached’ and
‘independent’ parents remind us that when practitioners set up parent
partnerships they need to be mindful of the reasons why some parents
choose not to be involved in ways...

卡罗尔·文森特的“超然”和“独立”家长提醒我们，从业者在建立家长伙伴关系的时候，他们需要留意某些家长不参与进来的理由……

Working with ‘challenging’ parents

与“挑战型”家长一起工作

Jennifer Chambers, a childminder, has noted that:

珍妮弗·坎贝尔，一位幼儿园阿姨，强调：

Parents are both women and men

家长里男女都有

The gender-neutral term ‘parents’
is rightly inclusive of both mothers and fathers. It does, however,
mask the fact that women mainly take the lead in childcare and interact
with early years and primary...

中性词“家长”理所当然的包括了父亲和母亲。然而，事实上，它会掩盖主要是妇女在照顾小孩，以及在早期和小学……

Acknowledging family structures

承认家庭结构

Understandably, family structures
impact on partnership practice, and practitioners need a good knowledge
of the many forms that families can take. It's important not to make
the assumption that most children...

可以理解的是，家庭结构能够影响到伙伴关系的实施，而教育工作者对于这些家庭的诸多形式需要一个好的认知。最重要的是不要假定大多数孩子……

3 Partnership in practice

三、实践中的伙伴关系

Parent – practitioner relationships

家长—从业者关系

In this section we focus
specifically on parental involvement practice and look at the following
four expressions of partnership:

在这一节，我们具体关注有家长介入的实践活动，了解以下四种伙伴关系的表现形式：

Parents following practitioner suggestions

家长听从从业者的建议

A great deal of partnership
involves parents responding to practitioners' ideas. This often
involves the recommendation of specific activities that can be carried
out within children's homes and communities...

大量的伙伴关系使得家长对从业者的想法做出反应。这常常涉及能够在儿童家里和社区开展的具体活动的建议……

Adventure Ted

冒险泰德

Sometimes novel ideas are used to
stimulate parent–practitioner partnership. Caroline Struthers runs a
home–school partnership project in South Lanarkshire. She uses
‘Adventure Ted’ to stimulate a range...

有时候新奇想法可以用来刺激家长与从业者之间的伙伴关系。卡罗琳·斯特拉瑟斯在南拉纳克郡运作一项家校伙伴关系项目。他使用“冒险泰德”刺激一系列……

Bookstart

阅读起步走

'Reading together'

一起阅读

Practitioners providing courses for parents

从业者为家长提供课程

A well-known way of increasing
goodwill, understanding, and a sense of partnership between
practitioners and parents is through the provision of courses and
workshops. These can take many forms, but essentially...

增进从业者与家长之间的友善，理解，以及伙伴关系的感觉的一项著名办法，就是提供课程与讲习班。这可以有很多种形式，但最基本的……

Parents and practitioners supporting each other

家长与从业者相互支持

At the beginning of Section 1 of
this unit we gave a definition of partnership, which included the idea
that it is ‘a joint business’. We next consider a partnership
initiative in which parents and practitioners...

在本单元第一节最开始我们给伙伴关系下了一个定义，它包括了“一起工作”这个观念。我们接下来考虑家长与从业者之间伙伴关系的主动权……

Parents taking the lead with practitioner support

家长在从业者的支持下起带头作用

There are some situations in
which parents become leaders in ways that are not typical, even in
early years settings. Footprints, for example, is a parent-run
breastfeeding support project that arose out...

在某些情况下，家长以不寻常的方式成为领导者，甚至在一些早期教育机构中。比如，足迹，是一项家长运作的母乳喂养支持项目……

4 A framework for understanding partnership

四、一套理解伙伴关系的框架

Five dimensions to parental involvement

家长介入的五个维度

Over the years, writers have put
forward models, frameworks and typologies for understanding the
theoretical and practical dimensions of partnership. The curriculum
guidance documents produced respectively...

多年以来，为理解伙伴关系的理论和实践维度，作者提出了模型、框架和特征。课程指导文档分别……

Partnership in your setting

在你的教育环境中的伙伴关系

Look again at Table 1, and consider how your relationships and initiatives with parents relate to the types that are identified:

回过头再看表一，并且考虑你和家长之间的关系与主动权是怎样的，涉及到哪些确切类型：

Review

回顾

In this unit we have looked at
the notion of parents as partners. We have identified a cluster of
reasons why partnership is considered important – for children, parents
and practitioners – and have provided...

在本单元我们看到了家长也是伙伴的观念。我们确定了为什么伙伴关系被认为是重要的一组理由——无论对儿童、家长还是从业者，并提供了……

References and Acknowledgements

参考文献与致谢

References

参考文献

Acknowledgements

致谢

Introduction

前言

In
this unit we look at the notion of parents as partners. We identify a
cluster of reasons why partnership is considered important – for
children, parents and practitioners – and give examples of ways in
which it can be interpreted in practice. We also outline a conceptual
framework to accommodate the possible range of parental involvement and
partnership practice.

在本单元我们关注“把家长当作伙伴”这种观点。我们确认为什么伙伴关系被认为是重要——对于孩子、家长以及从业者——的若干理由，并举例说明这可以应用于实践当中。我们还概述了一个概念框架以容纳尽可能多的家长参与以及伙伴关系实践。

Parental
involvement practice is usually conceptualized and specified by
professionals. As a result, it is necessary for practitioners to be
open and receptive to feedback and suggestions both from parents and
children. Some parents, for reasons that may not be apparent to
practitioners, are reluctant to become involved in their children's
care and education; others may choose not to become involved.
Practitioners need to be aware of parents' feelings, and to be cautious
about blaming them for what seems to be a lack of interest.

父母参与的实践通常是概念化的，由专家指定的。因此，从业者有必要愿意接受来自家长和孩子们的反馈及建议。某些家长，以从业者不清楚的理由，不愿意参与到他们孩子的照顾和教育当中；其他一些则有选择的不参与其中。从业者需要知道家长的感受，在责备他们兴致索然时保持谨慎。

As
we show throughout this unit, partnership can take many forms. We
discuss how while projects and special initiatives that encourage
parental involvement can be exciting and stimulating, they can also be
short lived and heavily reliant on the provision of extra funds. The
unit underlines how partnership needs to be a way of life that becomes
embedded in the ongoing day-to-day exchanges that take place between
parents, practitioners and children.

正如我们在本单元处处展示的，伙伴关系可以有许多形式。我们讨论在鼓励家长参与的具体项目和特定活动时，如何才能做到令人兴奋而刺激，他们还可以短暂停留，并完全依赖额外资金。本单元强调对伙伴关系的需求是如何成为一种生活方式，变得嵌入到家长、从业者与孩子们的日常生活交流当中。

Learning Outcomes

学习目标

By the end of this unit you should be able to:

在本单元结束时你应该能够：

discuss the issues surrounding parental partnership in early years education;

围绕早期教育的家长伙伴关系讨论相关问题；

understand the reasons why some parents and carers may find it difficult to work in close collaboration with practitioners;

理解为什么有些家长和照顾者会发现与从业者密切合作很困难的原因；

identify some of the many benefits of partnership for children, parents and practitioners;

确定伙伴关系给孩子们、家长以及从业者带来的诸多好处中的一些；

appreciate practices that can be used to foster parental partnership;

肯定那些可以用于培养家长伙伴关系的实践的优点；

understand the rationale for the type of parent partnership that is used in your setting.

理解存在于你的教学环境中的家长伙伴关系的类型的原理。

What is meant by ‘Partnership with parents’

“与家长结成伙伴关系”是什么意思

‘Partnership
with parents’ is a familiar phrase in education. Without exception, all
early years settings wish for a close, two-way relationship with
children's parents and carers. There is considerable evidence of the
value of partnership, but also reason to think that it is not a
straightforward notion.

“与家长合作”使人们熟知的教育用语。毫无例外的，所有早期教育环境都希望与孩子们的家长和照顾者建立起密切的双向的关系。虽然对于伙伴关系的价值有相当多的证据，但也有理由认为它不是一个简单的概念。

Figure 1 Sally Jeffs, a parent who runs Footprints, with Kalem and Saski

图一萨利·杰夫斯，在卡莱姆与萨斯基身上实施脚印计划的家长

This
unit aims to support your understanding of what partnership might mean,
how it can be interpreted, and how it might be put into practice in
educational settings. We take a realistic view of the challenges that
can arise when practitioners and parents endeavour to work closely
together for the benefit of children's development and learning. But we
suggest that the onus should be on practitioners, as
professionals, to understand why some parents may be tentative about
becoming partners. The unit provides examples of partnership in action,
and offers a framework for understanding the range of partnership
practice that can be found in today's early education settings.

本单元旨在帮助你理解伙伴关系的含义，如何解释他，以及在教育环境中如何应用到实践当中。我们采用实事求是的眼光看待，从业者与家长为了孩子们的发展与学习的利益，而努力密切工作在一起所带来的挑战。但是我们建议从业者因为专业所以要承担起责任，去了解为什么有些家长对于成为合作伙伴会犹豫不决。本单元提供了实际中的伙伴关系范例，并提供了一个能够在当今早期教育环境中找到的，用于了解伙伴关系实践范围的框架。

1: Practitioner – parent partnerships

一、从业者—家长之间的伙伴关系

The nature of partnership

伙伴关系的本质

Partnership: An association of two or more people as partners; a joint business.

(The New Shorter Oxford English Dictionary on Historical Principles)

伙伴关系：两或多个人以合作者的形式形成的合作关系；一起做的事情。

（新简明牛津英语辞典，历史原则词条）

Partnership
can be found in many areas of life. Solicitors, accountants, doctors
and dental surgeons often set up partnerships. People ‘in partnership’
own shops and department stores, such as the ‘John Lewis Partnership’.
There is currently much discussion about setting up ‘private – public
partnerships’ in order to draw much-needed finance into the public
services. Partnership, as a legally binding arrangement, comes with a
set of principles linked to the partners' roles and responsibilities,
and an equality of participation.

伙伴关系在生活的许多角落都能找到。律师、会计、医生和牙医常常会建立起伙伴关系。人们“合伙”开商店及百货公司，比如“约翰·刘易斯伙伴关系”。目前有很多关于为了吸引急需的资金进入公共服务而建立“公私合营”的讨论。伙伴关系，作为具有法律约束力的安排，配备有一整套与合伙人的角色、责任以及平等参与有关的原则。

In
education, the idea of a partnership between parents and practitioners
has been around for many years. In the late 1970s the Warnock Report
reviewed provision for children with special educational needs in
England and Wales. The report contained an influential chapter entitled
‘Parents as partners’ (CEEHCYP, 1978). Indeed, it is now within the
area of special educational needs and inclusive education that
partnership with parents can often be found in its most developed form.
Parents of a child with complex needs can become very knowledgeable
about their child's requirements. Wolfendale (1987), writing of the
rationale for involving parents in assessment, refers to their
‘equivalent expertise’. There is much to suggest that practitioners
stand to be more informed professionals if they form close partnerships
with parents. In fact, when children have complex needs, professionals
find that they must consult with parents in order to understand and make provision for those needs.

在教育界，在家长与从业者之间的伙伴关系这种想法早已有之。在七十年代末，沃诺克报告审查了英格兰和威尔士为有特殊教育需求的儿童所提供的设施。该报告包含了一章有影响力的章节《家长亦伙伴》（CEEHCYP, 1978）。事实上，在目前特殊教育和包容性教育领域，常常能够看到与家长的伙伴关系的最高级形式。有着复杂需求的孩子的家长，可以变得非常了解自己孩子的需求。沃芬戴尔（1987），在写到有关要求家长参与到评估当中的原理时，提到他们的“等价专业技术”。许多观点建议，如果从业者与家长保持密切的伙伴关系，其立场将更加专业明智。事实上，当孩子们有复杂需求的时候，专家们发现他们必须求助于家长，才能理解并满足这些需求。

There
are a number of concepts associated with the notion of practitioner –
parent partnership, including ‘parental participation’, ‘parental
involvement’, ‘parental support’ and ‘parental collaboration’. There
is, however, much overlap between these terms. ‘Partnership’ has become
the preferred term to describe the relationship that an early years
setting aims to have with its parent body. This is reflected in the
day-to-day language used by practitioners, and in the various
curriculum guidance documents produced by all four UK countries. In
early years care and education contexts, the notion of partnership is
associated with ‘shared understanding, mutual respect and discussion’
(ACCAC, 2000, p. 9) rather than a formal laying down of the roles and
responsibilities of the partners in a legal way.

这里有一些与从业者—家长伙伴关系理念有关的概念，包括“家长参与”，“家长介入”、“家长支持”和“家长合作”。但是，在这些词汇之间有许多重叠。“伙伴关系”已经成为描述早期教育机构与家长的这种关系的首选词汇。这反映在从业者的日常用语当中，以及由英国全部四个地区制作的各种课程指导文档中。在早期照顾及教育环境中，伙伴关系理念也和“分享理解、共同关注与讨论”有关，而非以法律途径正式记下伙伴的角色与责任。

Within
primary schools, however, the requirement to introduce home-school
agreements in September 1999 has shifted the balance towards a more
formal notion of partnership. This has been met with mixed reactions
from parents, teachers and teaching assistants. Indeed, Bastiani
(1996), reviewing the issues surrounding such agreements, is unsure
whether agreements provide an ‘opportunity or a threat’ to relations
between parents, children and teachers. At face value, an agreement
seems a good way of bringing these three parties together. However, the
formulation of an agreement takes time, and there is a risk that
schools might wish to do it quickly. Parents and children may be left
out of the essential consultation process, and then just told what the
agreement will be.

然而，在小学，引入家校协议的需求在九九年九月已经转移至一种更为正式的伙伴关系理念的平衡上。这遭遇了家长、教师以及助教们的各种反应。事实上，巴斯天尼（1996）回顾了围绕这一协议的问题，无法确定是协议为家长、儿童与教师之间的关系提供的是“机会或者威胁”。从表面上看，一纸协议似乎是将三方聚拢在一起的好办法。然而，制定协议需要时间，并且如果学校打算加快进度的话就会有风险。家长和孩子可能会被排除在最基本的协商过程之外，然后仅仅被告知协议是干什么的。

1: Practitioner – parent partnerships

一、从业者—家长之间的伙伴关系

A broadly accepted principle

一条被广泛接受的原则

Looking
back over time, parent – practitioner relations didn't always get off
to a good start. Increased provision for children in the early years,
including universal state education, served to create a sense of
separation between family and child. Desiree Wilby, writing in the
early 1900s, expressed her concern:

回顾过去，家长-从业者的关系并不总是有一个良好的开端。在儿童早期增加包括普通国家教育在内的更多供应，导致在家庭和儿童之间形成了隔离的感觉。德西雷·维尔比，在二十世纪初写了如下文字，表达他的关切：

The mother is no longer needed, the State has undertaken her work.

不再需要母亲，国家已经接过他的工作。

(Maclure, 1968, p. 78)

It
seems that schools were slower to develop working relationships with
parents than pre-school settings. While there is now much evidence of
change, there is also considerable variation across the country, and
favourable developments in parental involvement can easily be knocked
back. Chris Woodhead, one-time Chief Inspector of Schools, suggests
that we need a concept of partnership that enables each partner ‘to
move beyond defensiveness' (Woodhead, 1998).

似乎学校要比学龄前教育机构在发展与家长关系方面慢些。虽然现在有了很明显的变化，但全国各地很不均衡，并且在家长介入方面良好的进展很容易就被破坏。克里斯·伍德海德，前教育局长，表明我们需要一个伙伴关系的概念，使得每一位伙伴“走出保守状态”（Woodhead, 1998）。

The
Pre-school Learning Alliance has voiced several concerns relating to
parental involvement in UK settings. In particular, the organization
wishes to see a strengthening of the role of parents in the education
of children under five, but believes that the increased
‘professionalization’ of early years provision could result in less
parental involvement arising naturally from within communities
(Cassidy, 2002). It sees practice in France as a good example of
involving parents. France has a strong tradition of state provision,
but parents are also able to start their own nurseries aided by the
state. In this way, parents can be given increased influence over their
children's early education.

学前学习联盟表达了对在英国教育机构中家长介入的关切。特别是，该组织希望看到家长加强在儿童五岁以下教育中的作用，但是认为增加早期教育的专业化可以导致社区内更少家长会自发介入（Cassidy, 2002）。他认为法国的做法是发动家长的优秀范例。法国有着发达的国家提供教育传统，但是也允许家长开办自己的幼儿园并由国家补贴。通过这种方式，家长可以增强在其孩子早期教育中的影响。

Despite
these concerns, more open and inclusive professional attitudes in
recent years have doubtless led to widespread recognition of the
importance of parents as partners, particularly during children's
earliest years when care and education are inextricably linked.
Parental participation has also been enabled by specific educational
legislation, which gives parents greater voice as consumers of a public
service. For instance, there is now parental representation both at
local education authority (LEA) and school governing body levels, and
inclusion of parental feedback in Office for Standards in Education
England (Ofsted) inspections. Through exercising their right of choice
(or ‘preference’), parents have been encouraged to express their views,
and have been assigned a role to improve services for children. (It is
worth noting here that occasionally this has given rise to litigation
against an educational setting or LEA, which is unlikely to be in the
interests of parent – practitioner partnerships.)

尽管有这些关切，近些年更开放更包容的专业态度无疑导致了对于家长作为伙伴的重要性的普遍认知，尤其是在照顾与教育密不可分的婴儿最初几年。家长参与已经获得具体教育立法的允许，这让家长作为公共服务的消费者能够发出更强的声音。举例来说，在地方教育当局和各级学校管理机构均有家长代表，并且在英国教育标准办公室的检查当中包含了家长的反馈。通过行使他们的选择权（或者说，偏好权），家长们受到鼓励表达他们的看法，并被赋予了改善儿童服务的角色。（在这里值得一提的是，偶尔会引起对教育机构或者地方教育当局的诉讼，而这，对于家长-从业者伙伴关系并无益处。）

Within
early years education, it has long been recognized that parents have
much to contribute to children's development and education. In settings
where informal contact with parents is the norm (as with childminders
and playgroups) rather than something that needs to be achieved,
productive collaboration has been a way of life. However, the way in
which a partnership is conceptualized and made workable varies
considerably: what is deemed appropriate in one area of the UK may not
be considered suitable in another; and what is seen as innovative
practice in one setting may be seen as commonplace elsewhere.

在早期教育当中，很早就认识到家长对于孩子的发展与教育有着非常大的贡献。在教育机构当中，与家长的非正式接触习以为常（如日托和儿童游戏中心）而非某种需要刻意为之的事情，富有成效的合作已经成为一种生活方式。然而，将一种伙伴关系概念化并使之可行的方式千差万别：在英国某地区被认为可行的方法，在另一地区可能就被认为不适合；在一个教育机构被认为是创新的措施，在其他地方可能被视作老生常谈。

Furthermore,
parents and practitioners view partnership in many different ways.
Given that practitioners are in a greater position of power in the
partnership, invariably they take the lead in defining its nature and
deciding the extent to which parents enter the professional domain.
There is much evidence to suggest that practitioners often assume that
they know what is in the best interests of parents (see Bastiani and
Wolfendale, 1996; Edwards, 2002). Partnership, then, is often very
one-sided. As one parent said at a conference to discuss the idea of
home-school agreements:

此外，家长与从业者对伙伴关系的看法也各不相同。从业者在伙伴关系中总是习惯处于更强势的位置，在家长进入专业领域的时候，必然有他们决定定义其性质、决定其范围。有大量证据表明从业者常常假设他们知道什么对家长最好（详见 Bastiani 与
Wolfendale, 1996; Edwards, 2002）。然后，伙伴关系往往就变成一种高度片面的关系。正如一名家长在讨论家校协议的会议上所言：

I
mean, the parents wouldn't just come towards the teachers and say, I
want you to sign this agreement that we've just made up, would they?

我是说，家长并不仅仅希望走到老师面前，说，我希望你能签下刚才我们拟好的协议。是不是？

(Hancock et al., 1998, p. 18)

1: Practitioner – parent partnerships

一、从业者—家长伙伴关系

Why work together?

为什么要合作？

There
are many reasons why parents and practitioners should work together.
Writers and practitioners often stress the benefits for children's
learning when practitioners, parents and children work as a team. At a
deeper level, such collaboration can be fundamental to children's
identity, self-esteem and psychological well-being. The close
cooperation of parents and practitioners to provide support to children
is especially important during times of change. This alone is a
compelling reason for partnership.

有许多理由使得家长与从业者应该合作。作家与从业者常常强调从业者、家长和儿童作为团队工作给儿童学习带来的利益。在更深层次，这种合作是儿童身份、自尊和心理健康的基础。家长与从业者的密切合作为儿童提供的支持在变革时期尤为重要。仅此一条即是伙伴关系令人信服的理由。

It
is certainly desirable that the key adults in children's lives relate
to them and encourage them in similar ways. To get a sense of the
extent to which parents can be involved in children's education, it is
helpful to make three distinctions:

在儿童生活中陪伴他们、鼓励他们的核心成年人使用类似的方式，这当然很好。要了解家长能够参与到儿童教育的程度，这有助于形成三种能力：

parents are educators;

家长是教育者；

parents give ‘background’ support to practitioners;

家长为从业者提供背景支持；

many parents work alongside practitioners.

许多家长与从业者一起工作。

1: Practitioner – parent partnerships

Parents are educators

家长是教育者

There
is a sense in which all parents are educators, whether or not they work
in conjunction with their child's professional educators. Indeed, some
parents extend this intuitive involvement by formally becoming ‘home
educators’. Anna Craft writes:

有这样一种意见，所有家长都是教育工作者，无论他们的工作与其小孩的专业教育者是否有交集。事实上，某些家长通过正式成为家庭教育者来扩展其本能介入。安娜·克拉夫特写到：

Although
most parents choose to educate their children in pre-school settings
and schools, a growing minority worldwide choose home education as an
alternative. In the late 1990s it was estimated that 25,000 families
and 50,000 children were home educated in the UK (Meighan, 1997).
However, accurate figures are extremely difficult to obtain, and
according to the Home Education Advisory Service in August 2001,
estimates of home-educated children vary from between 10,000 and
150,000 in the UK. Some children never begin in formal settings at all,
and others are withdrawn later. Thomas (1998) suggests there are a
variety of reasons why parents choose home education. These include:
hearing about home education and meeting others who are doing it;
feeling dissatisfied with what formal settings have on offer; seeing
home education as a natural continuation of home life and learning;
children's dislike of a formal setting, particularly if bullying is
involved.

虽然大多数家长选择让学前机构和学校教育他们的孩子，全世界越来越多的人选择家庭教育作为替代办法。在九十年代后期，在英国估计有两万五千家庭和五千儿童受到家庭教育（Meighan, 1997）。然而，极难获得精确数字，基于家庭教育咨询服务二零零一年八月数据，估计在英国受到家庭教育的儿童从一万到十五万不等。有些儿童从未收到过正规教育，其他一些则是中途退出。托马斯（1998）认为有多种原因使得家长选择家庭教育。这包括：听说家庭教育并接触到其他实施者；对正规教育机构所提供的教育感到不满；看到家庭教育是家庭生活和学习的自然延续；儿童不喜欢正规教育机构，特别是受到欺负之后。

(Craft, 2002)

1: Practitioner – parent partnerships

Parents give ‘background’ support to practitioners

家长为从业者提供背景服务

Many
parents take on an educating role – through their own initiative, or
perhaps through their liaison with practitioners and teachers. They
provide specific support within families for the learning that children
do when they are away from the home environment. In this way, parents
can be seen as ‘outreach’ assistants to early years settings and
schools.

许多家长都扮演着教育角色——通过他们的行动，或者通过他们与从业者及教师的联络。他们为孩子离开家庭环境进行的学习提供具体支持。这样，家长们可以被看作早期教育机构和学校的“校外辅导员”。

The government has given
active encouragement to this background role at all stages of a child's
education, and has provided much in the way of ideas and resources for
parents. The government's ‘Parents’ Gateway' site (DfES, 2002) informs
parents about education provision, the structure of the education
system, the content of the Foundation Stage and the National
Curriculum, school tests, the latest government reforms, and how
parents can best help their children to learn.

政府积极鼓励儿童教育各个阶段的这种背景作用，并为家长提供了大量相关思路和资源。政府的“家长门户”网站（DfES, 2002）告知家长有关教育规定、教育体制的结构、基础阶段的内容以及国家课程、学校测试、最新的政府改革，以及家长怎么做才能最好的帮助孩子学习。

Recently in Scotland, parents have been hearing about the ‘Home Reading Initiative’ (Scottish Executive, 2002). This includes:

最近在苏格兰，家长们了解到有关“家庭阅读倡议”（Scottish Executive, 2002）。这包括：

a leaflet for parents, which gives guidance to parents of children aged
0–8 on the benefits of home reading and offers details of recommended
techniques to make reading a more valuable experience;

一张给家长的传单，为零到八岁孩子的家长提供家庭阅读的好处的指导，并为令阅读成为更有价值的体验提供详细的技术建议；

an advertising campaign started in
November 2002, which aims to raise the profile of home reading and
encourage parents to become involved;

一向开始于零二年十一月的宣传活动，旨在提升家庭阅读的人气并鼓励家长参与；

the appointment of ‘reading champions’ to encourage parents, carers and children to develop skills in reading at home;

为鼓励家长、保姆和儿童发展在家阅读的技能，设立“阅读冠军”；

a website with further information for parents and ideas on how to
develop local projects to support home reading (launched early 2003);

一个网站，为家长提供更翔实的信息，以及为支持家庭阅读如何发展地方项目的思路（2003年初开始启动）；

a small grants scheme, which will make ￡300,000 available to support small local projects such as book sharing clubs;

一项小额补助计划，将准备三十万英镑支持地方小型项目，比如书籍分享俱乐部；

a home-reading coordinator responsible for taking the initiative forward.

一位家庭阅读协调者，负责推动这项行动前进。

These
government initiatives are very significant in terms of generating
parental interest and supporting parental involvement in their
children's learning and education. The resources enable parents to be
less dependent on early years and school settings to provide this form
of information and encouragement.

在激发家长兴趣、支持家长参与到子女的学习和教育当中，这些政府措施非常重要。这些资源允许家长越来越少的依赖提供这些信息和激励措施的早期教育机构和学校。

1: Practitioner – parent partnerships

Many parents work alongside practitioners

许多家长与从业者合作

Parents
can provide invaluable support to children within an early education
setting – offering occasional help when practitioners request it, or
working as regular volunteers or maybe as paid assistants. Playgroups
rely on this type of parental involvement. Indeed, many early years
settings welcome such involvement, not just on the premises but also
when children are taken on outings.

家长可以为早期驾驭机构中的孩子提供无法估量的支持——当从业者需要的时候偶尔提供帮助，或者以定期志愿者的形式工作，抑或作为有偿辅导员。游戏中心依赖于这类型的家长参与。事实上，许多早期教育机构都欢迎这样的参与，不仅仅是在教育机构内，也包括孩子外出的时候。

Activity 1: Why work with parents?

活动一：为什么要和家长一起工作？

You should allow 0 hour(s), 30 minute(s).

你有三十分钟时间。

Take
a look at the table here: you will see nine statements on why
practitioners should work with parents. Rank them in order of
importance, starting with the most important. We suggest you do this
activity with someone at home, a neighbour, a colleague at work, or a
parent. Alternatively, you may like to arrange them in a diamond
ranking order as Figure 3 does:

看看这张表：你将会看到关于为什么从业者应该与家长一起工作的九条理由。将其按照重要程度排序，从最重要的开始。我们将以你与家里某人一起做这个活动，一位邻居、一位同事，或者一位家长。或者，你可能会向图三那样将他们按照梅花状排序：

原图片

Time out Some parents have extreme difficulties: emotional, social and financial. Providing facilities for parents gives them time to relax and meet others while their children are looked after by trained staff.	Practical Skills Some parents lack the basic practical skills of childcare. Inviting them to stay gives them a chance to learn from staff and other parents about, for instance, feeling, changing, hygiene and sleep.	Knowledge of children Parents have the most knowledge and understanding of their own children. If they are available to share it, staff can make use of this knowledge in providing better care for children.
Self-esteem Some parents lack self-esteem. By spending time with parents and encouraging the development of personal skills. staff can give them a sense of self-worth, and a feeling of confidence in their own abilities to look after children.	Consumer rights Parents pay for pre-school provision either directly or through rates and taxes. As consumers they should be involved in how these services are run.	Partnership Pre-school services are community facilities that should be responsive to the needs of those who use them. Staff and parents have opportunities to develop informal, relaxed relationships, which make it easier for parents to articulate their needs.
Mutual support People often derive the most meaningful support from those who have similar problems. Opportunities should be available for parents to meet so they can share feelings, values, and difficulties, and support each other through their difficulties.	Extra pair of hands There are several tasks associated with the care of children that don't require particular training or expertise: cutting up bits for artwork, washing toys, making doll's clothes, preparing drinks. Parents should be encouraged to do such tasks, so that trained staff can provide services requiring different skills.	Improving understanding Some parents lack an understanding of children's need for stimulation. Parents should be encouraged to participate with the children. This will enhance their understanding of the value of play.

缓冲时间某些家长有着非常大的困难：情绪、交际以及经济上的。如果机构在孩子们受到训练有素的员工的照料的时候，为家长提供时间放松，以及接触其他家长。	实践技能某些家长缺乏照顾孩子的基本的技能。邀请他们留下来，给他们一个机会向员工和其他家长学习有关，比如，感受、换尿布、卫生以及睡觉的知识。	幼儿知识家长们最了解自己的子女。如果他们能够分享这些知识，员工就可以利用这些知识为其子女提供更好的服务。
自尊某些家长缺乏自尊。通过花时间与家长在一起，并鼓励培养个人技能，员工可以令他们找到自我价值，在照顾儿童方面获得自信。	消费者权利家长或直接或间接用税收付钱给学前机构。作为消费者，他们应当参与到这些服务如何运作当中。	伙伴关系学前服务属于公共设施，应当满足使用者的需求。员工和家长有机会发展非正式的灵活的关系，这样可以让家长更容易的说清他们的需求。
相互支持人们往往从那些有着类似问题的人那里寻求最大支持。家长们可以相互聚会，这样他们可以分享感受、价值观和困难，在经历困难的时候相互扶持。	额外的一双手这里有集中于照顾孩子有关的工作，不需要特殊训练或经验：在艺术表演的时候打下手；洗玩具、为玩偶做衣服，准备饮料。应该鼓励家长做这些任务，这样，训练有素的员工就可以提供那些需要不同技能的服务。	提高认识某些家长缺乏对儿童需求刺激的认识。应该鼓励家长们与子女玩在一起。这将增强他们对游戏的价值的认识。

Figure 2 Table showing nine reasons practitioners work with parents

图二显示从业者需要与家长合作的九条理由

Figure 3 Ranking of nine reasons practitioners work with parents

图三从业者与家长合作的九条理由的重要程度

Sorting
the statements in this way demonstrates how some may be seen as equal
in importance. It can also promote increased discussion about their
relative significance.

用这种方式排序那些看上去重要程度相同的理由。这还可以促进就其相对重要性展开讨论。

Now read the discussion

现在阅读讨论材料

Comment

讨论材料

The
statements illustrate the many potential benefits of collaboration.
They also provide insights into the (assumed) needs of parents. Most of
the statements relate to the benefits that partnership offers to
parents. However, it is also important to remember the potential
benefits for practitioners. They are better informed through listening
to parents and taking account of their personal understandings of
children – for example, the ‘Knowledge of children’ statement.
Practitioners may also be supported by parents in significant practical
ways (as the ‘Extra pair of hands’ statement suggests).

这些理由展示了合作的若干潜在好处。如果家长需要的话，他们还提供深入了解。大多数理由都与为家长提供的伙伴关系相关利益有关系。不过，他对于从业者记住这些潜在利益也很重要。他们通过倾听家长并考虑他们对孩子的个人理解，获得更多信息——比如，儿童知识这一条。在重要实践方式上，从业者也可以得到家长的支持（如同“额外的一双手”理由所建议）

2 Partnership issues for practitioners

二、从业者的伙伴关系问题

Perspectives and challenges

视角与挑战

As
we have suggested, parents and practitioners may have different
perspectives on partnership, and this raises important issues for
practitioners when seeking to involve parents in their work with
children. This section highlights five particular issues, or
‘challenges’, for practitioners to consider prior to developing
partnerships with parents.

如我们所言，家长与从业者对于伙伴关系可能有着不同的看法，而这对于从业者在寻求家长参与到其子女的工作当中时会导致严重问题。本小节着重于五个问题，或者说挑战，便于从业者在与家长建立伙伴关系之前考虑。

These are:

他们是：

recognizing that parents are individuals

成人家长是独立个体

understanding why some parents decide not to become partners

理解为什么有些家长决定不合作

working with 'challenging' parents

与富有挑战的家长合作

appreciating that parents are both men and women

明白家长男女都有

acknowledging family structures.

承认家庭结构带来的好处。

2 Partnership issues for practitioners

二、从业者的伙伴关系问题

Recognizing that parents are individuals

承认每一位家长都是独一无二的

Just
as practitioners regard children as individuals, so it should be with
their parents. However, because most parents are more distanced from
practitioners' immediate professional lives than children, we tend to
hear generalized statements referring to the whole parent body: ‘The
parents are supportive’; ‘The parents can be difficult’; ‘The parents
are not good at fundraising’.

正如从业者将儿童看作一个个独立个体，也应该如此看待他们的家长。然而，相对于儿童，大多数家长都远离从业者的实际专业生活，当谈及家长群体时，我们往往会听到普遍化的陈述：“家长都支持”；“家长难以做到”；“家长不善于筹款”。

Carol
Vincent (1996) examined home-school relations in a small number of
inner-city schools and devised a four-way classification of parental
positions vis-a-vis practitioners. She identified four ‘types’ of
parents:

卡罗尔·文森特（1996）在一小部分内城学校调查家校关系，并针对家长相对于从业者的立场，设计了四种分类方法。他确定了四种类型的家长：

Detached parents,
who prefer practitioners to take full responsibility and to get on with
the job. These parents decide to trust in the training, professionalism
and skills of the practitioner. Their position is not an indication of
disinterest, although practitioners may see it in this way.

超然型家长：他们愿意从业者承担起全部责任，以便继续自己的工作。这些家长决定信任从业者所受到的训练、专业化和技能。他们的立场并不是不感兴趣，但是从业者可能会这样看待他们。

Independent parents,
who would like close involvement but lack confidence to instigate this,
or who feel the terms offered by practitioners are not attractive.
These parents may provide support for their children's learning away
from the setting. Their support is therefore not visible to
practitioners, who may see these parents as disinterested.

孤立型家长：他们愿意密切参与，但是缺乏说出来的信心，或者觉得从业者提的条件不吸引人。这些家长可能会为子女提供离开教育机构的学习支持。因为从业者看不到这些支持，可能会认为这些家长很冷漠。

Supportive parents,
who readily engage with the invitations and suggestions of
practitioners. There is much overlap here with Sharpe and Green's
(1975) notion of the ‘good parent’ – in short, parents who do what
practitioners suggest.

支持型家长：他们乐于接受从业者的邀请与建议。这与夏普和格林（1975）“好家长”——简言之，听从从业者建议的家长——概念有诸多重叠。

Irresponsible parents,
who appear unsupportive of practitioners or their children's learning.
Indeed, in extreme cases their attitude may appear to be
counter-productive.

不负责任型家长：他们表现为不支持从业者或不支持其子女的学习。事实上，在极端情况下，他们的态度会适得其反。

Activity 2: Parents in your setting

活动二：在你学校里的家长

You should allow 0 hour(s), 20 minute(s).

你有二十分钟时间。

Taking
into account the above typology, think about the parents of children in
your setting. Does this four-way classification help you to understand
the parents you come into contact with? Jot down your thoughts in your
notebook.

考虑以上类型，思考在你机构中孩子的家长。这四种分类是否有助于你理解你所接触到的这些家长？在笔记本中记下你的想法。

Now read the discussion

现在阅读讨论材料

Comment

讨论材料

Such
classifications can sometimes support or refine our thinking, but they
can also serve to reduce and under-represent reality. Perhaps you feel
you don't know enough about the parents' lives and feelings to be able
to categorize them in this way.

这些分类有时候可以支持或修正我们的思想，但也有可能导致减少或低估实际情况。你也许觉得关于家长的生活和感受，你知道的还不够，不足以使用这种方式将其分类。

As
we have said, a major difficulty for many practitioners concerns their
limited contact with most parents. Practitioners spend a lot of time
with children but very little time with parents, unless the parents are
involved in a setting as a volunteer or paid employee, or they are the
practitioners (as in a playgroup). It's easy, therefore, in the absence
of detailed knowledge, for assumptions to be made, which give rise to
inaccurate stereotypes about parents. Indeed, ignorance and lack of
understanding tend to be at the root of bias and prejudice.

如我们所言，大多数从业者所关注的一个主要困难就是他们与绝大多数家长的有限接触。从业者将大量时间用在孩子身上，只有很少一部分时间用在家长身上，除非家长在教育机构担任志愿者或者付费员工，或者他们本身就是从业者（比如在一所游乐中心）。因此在缺乏详细知识的情况下，很容易做出假设，得出有关家长的不真实的陈词滥调。事实上，物质和缺乏理解往往是偏见和陈见的根源。

2 Partnership issues for practitioners

二、从业者的伙伴关系问题

Understanding why some parents decide not to be partners

理解为什么有些家长决定不合作

Carol
Vincent's ‘detached’ and ‘independent’ parents remind us that when
practitioners set up parent partnerships they need to be mindful of the
reasons why some parents choose not to be involved in ways that are
proposed.

卡罗尔·文森特的“超然型”和“孤立型”家长提醒我们，当从业者建立家长伙伴关系的时候，他们需要留意有些家长选择不参与到这项建议的原因。

In terms of parental
involvement, it can be argued that a professional approach would
involve practitioners developing this ‘mindfulness’ and taking a major
responsibility for ‘making things work’. This might include sensitively
formulating what is envisaged for the partnership, and listening to
parents' views, reactions and wishes. Practitioners both in early years
settings and primary schools often make comments such as: ‘You never
see the parents you really want to see.’

在家长介入方面，使用专业方法使得从业者提高“留意”的能力，以及承担起“让工作圆满”的主要责任，这是可以讨论的。这可能包括敏感的表达出在伙伴关系中需要面对的是什么，并倾听家长的观点、反应和愿望。在早期教育机构和小学的从业者常常做出如此评论：“你从来见不到你想见到的家长。”

What
might lie behind the appearance of parents' lack of engagement with
practitioners? Melian Mansfield of the Campaign for the Advance of
State Education (CASE) recently met with a group of parents to try to
address this question. The group came up with the following 25 reasons
why parents might not be able to attend an early years setting when
invited:

在家长“缺乏与从业者的交往”表面背后的原因是什么？国家教育发展运动的梅莲·曼斯菲尔德最近会晤了一批家长，试图解决这一问题。这群人提出了如下二十五个理由，为什么家长收到邀请后可能无法融入早期教育机构：

Heavy and demanding work commitments

沉重而艰巨的工作负担

Family pressures

家庭压力

Childcare difficulties

育儿困难

Cost of transport

交通成本

Lack of confidence at speaking English

缺乏讲英语的信心

Fear of teachers and schools

害怕教师和学校

Unsure about the reason for an invitation

不确定收到邀请的原因

Letter of invitation not getting home

没有收到邀请函

Not able to read the written language of the letter

无法阅读信中所用语言

Language of the letter is ‘formal’ and unfriendly

信中的语言正式而不友好

Insufficient notice of the meeting

会议通知没有说清楚

Not knowing anyone who will be there

不认识参加聚会的其他人

Unsure about going out alone after dark

不愿意天黑之后独自出门

Dislike of formal meetings

不喜欢正式会议

Fear of being asked to do something

害怕被要求做某些事情

Fear of an unwelcoming atmosphere

害怕遇到尴尬气氛

Worried about what might be said concerning a child

焦虑会谈及自己孩子

Fear of being held responsible for a child's lack of progress or disruptive behaviour

害怕因为孩子缺乏进步或破坏行为而承担责任

Low self-esteem, lack of confidence

自卑，缺乏自信

Fear of being judged

害怕被评判

Not wanting to speak in public

不愿在公共场合说话

Previous commitments

以前做出的承诺

No faith in the school's ability to solve a problem

不相信学校有解决问题的能力

Expecting that there will be no answer to particular problems

不指望能够解决任何具体问题

Time limitations because of work and family

因为工作或家庭的原因，没有时间

2 Partnership issues for practitioners

二、从业者的伙伴关系问题

Working with ‘challenging’ parents

与挑战性家长合作

Jennifer Chambers, a childminder, has noted that:

詹妮弗·坎贝尔，一名幼儿园阿姨，强调：

…
establishing a working contract with parents can be difficult,
especially with the few who sometimes take advantage of me–for example,
in the slow payment of fees or in their casual approach to dropping off
and picking up their children.

……与家长签订工作合同比较困难，尤其是少数家长，有时候会利用我——比如，拖延付款或者随意放下或带走他们的孩子。

(E123, p. 27)

In
her account, Jennifer doesn't elaborate on the challenges that she has
encountered. Her experience, over sixteen years of being a childminder,
is that she is able to work well with most parents, and only a few can
be considered ‘challenging’.

按照他的讲述中，詹妮弗并没有详细说明他遭遇到的挑战型家长。依照他十六年的保姆经验，他能够与绝大多数家长合作良好，只有极少数可被称作“挑战型”。

However,
reports from a number of teacher-professional associations suggest that
there has been an increase in disrespectful and aggressive behaviour
from parents. According to Wallace (2002, p. 10), triggers for problems
might be:

然而，来自一些教师专业协会的报告显示，来自家长的失礼和攻击行为越来越多。据华莱士（2002, p. 10）报告，问题的原因可能有：

money – particularly requests that parents pay nursery fees;

钱——尤其是要求家长支付育儿费的时候；

children's behaviour – particularly when parents react strongly to practitioner concerns and complaints;

儿童的行为——尤其是当家长对于从业者的关注和抱怨反应强烈时；

increased inclusion of children with special educational needs (which
has put pressure on parents and practitioners because policy has not
been matched by support);

增加需要特殊教育的孩子（这受到家长和从业者的压力，因为政策并没有得到相应支持）；

parents' negative feelings towards authority figures.

家长面对权威数据时候的消极情感

These
potential problems require considerable skills and time for
practitioners, who unfortunately are not always trained to deal with
the needs of parents. In settings where parents' needs have to be dealt
with frequently, difficulties can be minimized when there is a
comprehensive and imaginative approach to consulting and working with
parents, which may include ongoing opportunities for ‘dialogue’. People
who know each other well are less likely to resort to rudeness or
aggression to solve their disagreements.

这些潜在问题需要从业者的大量技能和时间，不幸的是，他们并不总是受到处理家长需求的训练。在教育机构中，家长的需求必须得到快速处理，在咨询家长以及与家长合作的时候，如果有一种全面而富有想象力的方法，困难会减少很多，其中就包括“对话”的机会。人们都知道，在解决分歧的时候彼此不大可能诉诸粗鲁或暴力。

Margaret
Morrissey of the National Confederation of Parent Teacher Associations
brings reason and proportion to this whole debate when she says:

全国家长教师联合协会的玛格丽特·莫瑞希再说到整个讨论的时候列举出理由和比例：

The
vast majority of parents – 95 per cent – are extremely supportive. As
for the percentage who are not, they may not be interested, or too
stressed or too busy. We look at what we can do to help them, rather
than blaming them.

绝大多数家长——百分之九十五——都非常支持。余下的部分家长，他们可能不感兴趣，或者很困难或者太忙。我们看看自己能帮助他们做些什么，而不是责备他们。

(Ward and Passmore, 2002)

2 Partnership issues for practitioners

二、从业者的伙伴关系问题

Parents are both women and men

家长有男有女

The
gender-neutral term ‘parents’ is rightly inclusive of both mothers and
fathers. It does, however, mask the fact that women mainly take the
lead in childcare and interact with early years and primary settings.
In the call to raise standards, there have been growing expectations
that parents should actively support children's early and school
learning.

中性词“家长”当然包括父亲和母亲。然而，他掩盖了女性主要负责照顾孩子，以及在早期教育和小学期间的互动这一事实。在提高标准的呼吁声中，对于家长应该积极支持儿童的早期教育和学校学习的期望也在增加。

Rosalind Coward expresses
concern about the impact that this could have on mothers. Women, she
suggests, take the major responsibility for children's care. Many do
voluntary and paid work in the public sector, including early years
settings, and many follow practitioners' suggestions with regard to
supporting children's learning at home (Coward, 1993). It is therefore
not difficult to see why some mothers may feel hard-pressed, if not
angry, about the weight of these involvements and expectations.
Walkerdine and Lucey (1989) fear that children and mothers are being
put on a pedagogic treadmill. In all early years settings there will be
parents who feel under pressure from work, domestic responsibilities
and life more generally. Invitations to become more involved in a
child's early education could result in protest or even an angry
outburst.

若萨琳·科沃德·表示关注对母亲可能的影响。他表示，女性在照顾小孩子当中承担主要职责。许多人在包括早期教育机构在内的公众部门担任志愿者或者付费工作，许多人听从从业者的建议，支持儿童在家中的学习（Coward, 1993）。因此不难看到有些母亲对于这种介入和期望的程度，要不生气，为什么感觉很艰难。沃克丁和鲁西（1989）担心儿童和母亲的教学活动正变得单调乏味。在所有早期教育机构当中，家长们将会感觉到工作压力、家庭责任和生活更为普通。邀请更多参与到孩子的早期教育当中，可能会导致抗议，甚至爆发愤怒。

In recent times, there is
reason to think that men have become more involved in childcare – both
as fathers taking responsibility for children at home, and also as
parents maintaining contact with early years settings. However, as
suggested above, women mainly do this work. This leads Penn and McQuail
to regard childcare as ‘a deeply gendered field’ (1997, p. 39). We only
have to observe young children being taken to and collected from an
early years setting to see that, to a considerable extent, the
long-established division of labour between men and women still exists
in most families.

近年来，有理由相信越来越多男性参与到照顾小孩当中——不光是在家里承担起父亲的责任，也是作为家长保持与早期教育机构的联系。然而，如上文所言，依然主要是女性在做这项工作。这使得裴恩和麦奎尔将儿童护理看作一项“高度女性化的领域”（1997, p. 39）。我们只需要观察早期教育机构中的小孩子就能看到，在无法忽略的范围内，男女之间长期存在的劳动分工依然存在于绝大多数家庭。

There is a sense,
however, in which many fathers are ‘hidden’ parents. Fathers may often
be involved at a distance. They may intuitively support their
children's learning at home, and communicate their feelings and wishes
through their partners. Nevertheless, it seems that parental
partnership in children's early education is largely something that
happens between women (as practitioners) and women (as parents).

然而，有这样一种感觉，许多父亲都是隐形家长。父亲往往远远的关注孩子。在家里他们可能会本能的支持他们孩子的学习，并通过他们的伙伴传达他们的情感和愿望。虽然如此，似乎在儿童的早期教育中，家长伙伴关系基本上都发生在女性（从业者）和女性（家长）之间。

Recognizing
this imbalance, some early years settings have taken steps to encourage
a more equal sharing of family responsibilities between men and women.
For instance, Ghedini et al. (1995) write of a cross-national
project between the Pen Green Centre in Corby, England, and the
Emilia-Romagna region of northern Italy. The project explored gender
roles within families and early years settings, and set about
encouraging increased participation of fathers in the care of their
children. At Pen Green, for example, the centre's environment was made
more ‘men friendly’ by:

由于意识到这种不平衡，一些早期教育机构开始采取措施，鼓励男性女性更多的平等分担家庭责任。举例来说，盖迪尼等人（1995）在英国科比市潘格林中心和意大利北部艾米利亚-罗马涅大区之间所做的一项跨国项目。该项目探究了家庭和早期教育机构中的性别角色，并着手鼓励父亲更多参与到照顾子女当中。比如，在潘格林中心，通过如下方式，该中心的环境变得更加“对男性友好”：

displaying photos of fathers with their children;

展示父亲与其子女的相片；

preparing a video to help examine how staff greet mothers and fathers;

准备一段视频，帮助工作人员探讨如何迎接父亲母亲；

visiting fathers in their own homes, discussing their involvement and how they would like to use the centre;

家访父亲，讨论他们的参与以及他们打算如何利用中心；

writing specifically to fathers, and inviting them to attend meetings and events;

专门给父亲们写信，邀请他们出席会议与活动；

establishing a men's group led by a male centre worker;

建立一个由中心的男性工作人员领导的男性团体；

advertising specifically for male workers.

专门为中心的男性工作人员做广告。

Activity 3: Enabling fathers to participate

活动三：让父亲参与成为可能

You should allow 0 hour(s), 20 minute(s).

你将有二十分钟时间。

Consider
the extent to which fathers are involved in the care and education that
you provide for children. Do you feel there is room for more
involvement? If so, what practical steps might you take to encourage
greater participation? Write down your thoughts in your notebook.

思考父亲参与到你为孩子提供的照顾和教育当中的程度。你觉得还有更多参与的余地么？如果是的，你将残躯什么具体步骤，鼓励更多参与？在笔记本上写下你的想法。

Now read the discussion

现在阅读讨论材料

Comment

讨论材料

It
is desirable that early years practitioners take steps to increase
fathers' involvement in services for young children. However, it is
important to have an awareness of the possible difficulties that can be
encountered. Despite a growing practitioner interest in more equal
responsibilities between men and women, the prevailing attitudes and
expectations of society continue to assume that women are the primary
carers for children. Indeed, women themselves can play a part in
reinforcing this. For instance, Ghedhini et al. (1995) found
that some women preferred a ‘male-free’ setting, as they felt
threatened by men working alongside them and worried that they might
just be seeking management positions. And Penn and McQuail (1997) found
that some women actually supported the gender stereotypes underpinning
childcare in the home and the workplace – for instance, caring for
children was fundamentally ‘natural’ for women and ‘unnatural’ for men.
Practitioners who seek to influence, and perhaps change, established
family gender responsibilities in the areas of childcare and parental
contact with early years settings will need to proceed sensitively.

早期教育从业者采取措施让父亲更多参与到为幼儿提供的服务当中，这当然令人向往，然而，重要的是要认识到有可能遇到的各种困难。尽管越来越多的从业者对男女之间更为平等的责任发生兴趣，而社会上普遍的态度和期望依然认定主要由妇女照顾儿童。事实上，女性本身对于这种态度也起到加强作用。比如，盖迪尼等人（1995）发现，一些女性更愿意在没有男性的机构工作，因为他们觉得与男性一起工作会受到威胁，并担心男性来工作仅仅是为了寻求管理职位。并且裴恩与麦奎尔（1997）发现一些妇女实际上支持家庭和工作场所照顾小孩的性别陈见——例如，照顾小孩完全是女性的本能和男性的非本能。对于在儿童保育和家长与早期教育机构联系这些领域，寻求影响或许还有改变，以及建立起家庭性别责任的从业者们，将需要更为敏感的实施。

2 Partnership issues for practitioners

二、从业者的伙伴关系问题

Acknowledging family structures

确认家庭结构

Understandably,
family structures impact on partnership practice, and practitioners
need a good knowledge of the many forms that families can take. It's
important not to make the assumption that most children live with a
mother and a father who are married. Tassoni (2002) summarizes the main
kinds of family arrangements that provide care for children:

可想而知，家庭结构实际伙伴关系的影响，并且伙伴需要充分了解家庭结构的诸多形式。最重要的是不能想当然地认为，绝大多数儿童都与结婚父母生活在一起。塔索尼（2002）总结出能够为子女提供照顾的家庭结构的主要类型：

Figure 4 Some possible family structures

图四、部分家庭结构

In a ‘nuclear family’, mother and father live together with their
children but separately from other family members. They may be married
or ‘co-habiting’.

在“核心家庭”，父母与其子女生活在一起，但是没有其他家庭成员。他们可能结婚，抑或同居。

In a ‘homosexual family’, a homosexual couple takes care of children. They may be gay or lesbian.

在“同性恋家庭”，一对同性恋配偶照顾孩子。他们可能是男同性恋，抑或女同性恋。

In a ‘reconstituted family’, children live with one natural parent and
a step-parent. Families may also include step-sisters and brothers
and/or half-sisters and brothers.

在“再婚家庭”，孩子与一位生身家长和一位后继家长生活在一起。家庭中也可能包括后继兄弟姐妹，以及半血缘兄弟姐妹。

In an ‘adoptive family’, children may live with adopted or foster parents.

在“收养家庭”，孩子与收养或寄养家长生活在一起。

In a ‘communal family’, children may live with their parents in
communes where other members are also involved in the childcare.

在“公社家庭”，子女及其家长生活在一个公社当中，其他公社成员也参与到照顾孩子当中。

In a ‘nomadic family’, parents do
not have a permanent home, and travel from place to place with their
children – traveller families, for example.

在“流浪家庭”，家长没有固定的居所，带着孩子不断迁徙，比如旅行家庭。

In a ‘lone-parent family’, a single
parent takes care of children, either through choice or for other
reasons. This may be, for instance, because of divorce or separation,
or the death of a partner.

在“单亲家庭”，因为选择或者其他原因，只有一位家长照顾孩子。例如，可能因为离婚或分居，或者一方的死亡。

In an ‘extended family’, family members live together and share the care of children.

在“大家庭”，家庭成员生活在一起，共同照顾孩子。

(Adapted from Tassoni, 2000, p. 272.)

（摘自塔索尼，2000, p. 272.）

In
all early years settings there are children who come from a number of
these family arrangements. It is important for practitioners to see
each of these arrangements as potentially very supportive of the needs
of both adults and children, and crucial that they do not make
assumptions about the nature of families when setting up partnerships
with parents. Jane Ribbens believes families to be ‘private and
intimately defined’ structures (Ribbens, 2000): the extent to which
practitioners have knowledge of children's family arrangements will
depend on what children and their parents or carers feel they want to
disclose. Clearly, this is an area that requires considerable tact from
practitioners.

在所有早期教育机构当中，都有孩子来自这些类型家庭。从业者看清这些结构非常重要，因为这对满足家长及儿童两方的需求都有非常重大的潜在意义，关键的是，在他们建立与家长的伙伴关系时，并不假设这是个普通家庭。简·瑞本思相信家庭是“被定义为私人的、亲密的”结构（Ribbens, 2000）：从业者对儿童家庭结构的了解程度，取决于儿童及其家长或保姆想披露多少。显然，这需要从业者足够老练。

3 Partnership in practice

三、实践中的伙伴关系

Parent – practitioner relationships

家长—从业者关系

In
this section we focus specifically on parental involvement practice and
look at the following four expressions of partnership:

在本小节我们专门关注具体的家长介入，注重看以下四种伙伴关系表现形式：

parents following practitioner suggestions;

家长听从从业者的建议；

practitioners providing courses for parents;

从业者为家长提供课程；

parents and practitioners supporting each other;

家长与从业者相互支持；

parents taking the lead with practitioner support.

家长带头，从业者在背后支持。

These
different expressions illustrate the many possible forms that
partnership can take. Each way can be seen as important in terms of
interpreting and developing partnership practice.

这些不同的表现形式表明伙伴关系可以有许多种形式。在执行和发展伙伴关系时，每一种形式都很重要。

3 Partnership in practice

三、实践中的伙伴关系

Parents following practitioner suggestions

家长听从从业者的建议

A
great deal of partnership involves parents responding to practitioners'
ideas. This often involves the recommendation of specific activities
that can be carried out within children's homes and communities to
support the work of an early education setting. For instance:

大量建立伙伴关系的家长都依赖于从业者的指导。这常常涉及到对可以在儿童家中或社区可以开展的，支持早期教育机构工作的具体活动的建议。比如：

drawing and painting;

绘画；

playing games;

玩游戏；

encouraging free and exploratory play;

鼓励自由探索性质的活动；

singing songs and making music;

唱歌、制作音乐；

going on outings;

外出郊游；

looking at and reading story books;

看书、阅读；

playing with letters and numbers;

玩文字数字游戏；

cooking.

烹饪。

In
1998 the Basic Skills Agency (BSA) made available to Local Education
Authorities (LEAs) in England and Wales multiple copies of a magazine
called Count and Figure it out Together. The magazine was aimed
at children aged 3–5 and their parents, and contained ideas for
supporting children's mathematical development at home. There were
suggestions with regard to playing games, learning counting songs, and
promoting mathematical language. Many early years settings distributed
these, and there was reason to think that parents and children found
them helpful.

一九九八年基本技能局为英格兰及威尔士地方教育局提供《算数，找出答案》杂志的多份副本。该杂志针对三至五岁幼儿及其家长，包含有支持儿童在家发展数学技能的理念。有人建议关注玩游戏、学习算数歌，促进数学语言。许多早期教育机构都分到这本杂志。人们有理由相信，家长与儿童能够发现这本杂志的用处。

3 Partnership in practice

三、实践中的伙伴关系

Adventure Ted

冒险的泰德

Sometimes
novel ideas are used to stimulate parent–practitioner partnership.
Caroline Struthers runs a home–school partnership project in South
Lanarkshire. She uses ‘Adventure Ted’ to stimulate a range of home
activities, which are both supportive and extending of the learning
that children do in nursery and Primary One (reception) classes.

有时候，新想法可以用来刺激家长—从业者的伙伴关系。卡罗琳·斯特拉瑟斯在南拉纳克郡运作了一项家校伙伴计划。他使用“冒险的泰德”来刺激一系列家居活动，这些活动都支持并扩展了儿童在幼儿园和小学一年级的学习活动。

In the following case study, Caroline outlines how Ted is used.

在下面的案例研究中，卡罗琳概述如何使用泰德。

Adventure Ted in practice

实践中的“冒险的泰德”

Adventure
Ted is actually the name of a programme. It is facilitated by the home
– school partnership staff in South Lanarkshire, Scotland, and used to
help children develop effective communication skills – orally and also
through imaginative, personal and functional writing. Adventure Ted
comes in a rucksack containing:

“冒险的泰德”实际上是一项方案的名称。它由苏格兰南拉纳克郡的家校伙伴关系员工发起的，旨在帮助儿童发展有效的交流技能——口头的以及富有想象力的、个人的以及使用的写作。“冒险的泰德”需要一个背囊，内装：

Disposable camera

Storybook

Alphabet sheet

Wipe board

Pencils

Glue stick

Scrapbook for pictures and stories

一次性的照相机、故事书、字母表、白纸、橡皮擦、白板、铅笔、粘胶、大头针、用于绘图和写故事的剪贴簿。

The
programme typically starts off with an introduction to Ted, followed by
a story from our Adventure Ted storybook and a shared discussion with
some writing about a photo of Ted. The children then have photos taken
with Ted, and each choose a picture of themselves with Ted to stick
into their scrapbooks. They draw speech bubbles coming out of Ted's
mouth and, with help from their parents, write down what he is saying.
The practitioner may also demonstrate shared writing using alphabet
cards and a dry-wipe board. ‘Here I am with Adventure Ted who is …’ and
so on. At home, parents may help their children to create their own
story, and then extend the work by asking them to read it out.

该方案一般开始于一次对泰德的介绍，紧接着就是来自我们《冒险的泰德》故事书的一则故事，以及对一些根据泰德照片而写的作文展开讨论。接下来，孩子们拿着泰德的相片，每个人拿出一张自己的相片，与泰德的放在一起用大头针别在剪贴簿上。他们在泰德的嘴边画上一个说话泡泡，并在家长的帮助下写下泰德说的话。从业者也可以使用字母卡片和一块干擦板展示分享的作文。“我和冒险泰德在一起，他是……”诸如此类。在家里，家长可以帮助子女创建他们自己的故事，然后通过要求他们大声读出来，以扩展这项工作。

Adventure Ted spends time with Rover

冒险泰德花时间与罗孚在一起

Ted
is taken for a period of six to eight weeks, and the children have the
chance to take photos of him on his many adventures linked to family
life. These adventures can range from school trips, playing with
friends, visits to relatives, the local shops or the cinema. Some of
the stories have been incredible! One child, writing in her storybook,
told us that Rover the dog had bitten Ted one night. Another child let
us know how Ted had helped him with his homework.

泰德故事为期六至八周，儿童有机会拍下他与家庭生活有关的诸多冒险照片。这些冒险可以围绕上学、与朋友玩耍、走访亲戚、逛商店或者看电影展开。有些故事已经难以置信！一个小孩，在他的故事书中，告诉我们大狗罗孚咬了泰德一晚上。另一个小孩让我们知道了泰德是如何帮助他完成家庭作业的。

Each
Adventure Ted review session starts off with informal discussion with
parents over tea and biscuits. You know when you have created the right
kind of climate when parents relax and tell you things. For instance,
one mother said: ‘Bridie can now explain her stories better and uses a
lot more words. In fact she never stops talking!’

每次对冒险泰德故事的点评活动都开始于与家长边吃饼干边喝茶的非正式讨论。当家长放松下来，并告诉你一些事情的时候，你就知道你营造了适当的氛围。比如，一个母亲说：“布莱迪现在可以更好的说清他的故事了，能说更多单词了。事实上他就一直在说，没停过。”

All
photos the children have taken with Ted are displayed in the school and
discussed and shared with others. At the end of the programme, children
and parents are invited to attend a teddy bears' picnic and are
presented with certificates in recognition of the work they have
undertaken.

孩子所有与泰德有关的照片都陈列在学校，供他人评论与分享。在该方案最后，儿童与家长受邀参加一次泰迪熊野餐会，并为之颁发奖状，表扬他们所做的工作。

Adventure Ted
provides an example of how a practical idea can bring parents, children
and practitioners together in a very meaningful way. The programme
provides a bridge between the respective contexts of home and school in
a way that is highly desirable for the continuity of children's
learning.

冒险泰德活动为一个确实可行的想法是如何将家长儿童和从业者通过一种有意义的方式聚集在一起，提供了一个范例。为了儿童学习的可持续性，该方案以一种非常可取的方式，在各自的家庭环境和学校之间提供了一座桥梁。

3 Partnership in practice

三、实践中的伙伴关系

Bookstart

阅读起步走

Bookstart
is another innovative ‘practitioner to parent’ partnership idea that
has been running since the 1990s. There are now Bookstart schemes
operating throughout the UK. They usually include an LEA, a library
service and a health authority working together in partnership. A free
Bookstart pack is given to parents at the time of a baby's 7–9 month
developmental check. The pack typically contains two baby books, advice
and information leaflets, and an invitation to join the local library.

“阅读起步走”是另一项极具创意的“从从业者到家长的”伙伴关系思路，从九十年代开始运作。现在阅读起步走项目已经遍及英国。在这种伙伴关系当中，通常包括当地教育部门、一所图书馆以及一所卫生机构一起工作。在婴儿发育到七至九个月大的时候，将送一份免费的阅读起步走礼包给家长。包裹一般包含两本幼儿图书、建议及信息手册，以及一份加入当地图书馆的邀请函。

Bookstart
schemes promote the idea that there is much of value when parents share
books with babies, interact and talk with them, and attend to their
responses. The University of Birmingham School of Education evaluated
the pilot Bookstart schemes. The researchers indicated a substantial
increase in babies’ awareness of books, in the sharing of books, in
enrolment of babies in libraries, in the use of book clubs, and in the
general use of books in homes. Their follow-up studies found that
children who had been involved with Bookstart as babies did
particularly well at school learning, as assessed by baseline measures
(Wade and Moore, 1998, 2000).

阅读起步走计划推进这样一个理念，即家长与子女一起阅读、互动及交谈，并专注于他们的反应，能带来诸多益处。伯明翰大学教育学院对试点阅读起步走计划作出评估。研究者指出，在分享图书的过程中，在图书馆里，在图书俱乐部，以及在家里使用图书的时候，幼儿对图书的注意力有明显增加。其后继研究发现，婴幼儿期参与到阅读起步走的儿童，在学校学习的基准评估中表现特别优秀（Wade 与 Moore, 1998, 2000）。

Books that have proved popular with babies include:

已证明受婴幼儿欢迎的图书有：

Baby Knows Best (Henderson, 2001)

Hat off, Baby! (Ormerod, 2002)

Naughty Puppy (Campbell, 2002)

Say Goodnight (Oxenbury, 1998)

Tickle, Tickle (Oxenbury, 1987)

Ting-a-ling! (Dodds, 1999)

《宝宝最熟悉的》（Henderson, 2001）《宝宝，脱下帽子！》（Ormerod, 2002）《淘气狗狗》（Campbell, 2002）《说晚安》（Oxenbury, 1998）《痒痒》（Oxenbury, 1987）《叮铃》（Dodds, 1999）

Weinberger
(1996) has identified two key experiences in children's lives that can
help them to become readers: first, that they have a favourite book by
the age of three; and second, that they become members of a library.
Bookstart does much that enables this to happen.

温伯格（1996）确定了儿童生活中能帮助他们变成阅读者的两项关键体验：第一，他们有一本三岁小孩喜欢的书；其次，他们成为图书馆成员。阅读起步走项目做了很多让这些成为现实的工作。

In
some areas, Bookstart and Sure Start are working together. Sure Start
aims to improve the health and well-being of families and children
(before and from birth) so that children are ready to flourish when
they go to school.

在某些地区，阅读起步走与“良好开端”项目一起工作。良好开端旨在增强家庭和儿童（出生前后）的健康与幸福，以使儿童开始上学的时候能做好准备。

Rosemary Clarke,
National Coordinator for Bookstart, explains the links with Sure Start,
and highlights future developments for Bookstart:

阅读起步走项目的国家协调员，罗斯玛丽·克拉克，揭示了与“良好开端”的联系，并强调阅读起步走的未来发展：

The
major difference between Sure Start and the national Bookstart
programme is that Bookstart intends to reach every baby in the UK. Sure
Start is targeted towards designated areas of social need. However,
Bookstart schemes are working very effectively in partnership with Sure
Start areas. There is a considerable amount of Bookstart outreach work
in Sure Start areas, and the schemes have often built on the success of
the first Bookstart pack for eight month olds by providing a further
Bookstart Plus pack for children aged eighteen months. Sure Start has
recognized that often more than one intervention is needed if the
Bookstart message is to be taken on by parents.

良好开端与国家阅读起步走计划之间最大的不同就是，阅读起步走打算覆盖英国每一个婴儿。良好开端的目标则是有社区需求的特定地区。然而，阅读起步走方案在良好开端地区以伙伴的形式工作特别有效。在良好开端地区有相当数量的阅读起步走推广活动，在为八个月婴儿提供第一份阅读起步走大礼包之后，进一步为十八个月幼儿提供一份阅读起步走增强礼包之后，这些方案多取得成功。良好开端项目意识到，如果家长们采用了阅读起步走方案的信息，那么往往参与到更多的项目是有必要的。

The
new Bookstart Plus pack was launched in autumn 2002, and is available
from Booktrust, the charity that administers Bookstart. It was followed
by a My Bookstart Bag for three year olds in autumn 2003. Due to
funding constraints, only the Bookstart pack for children aged eight
months is available to every UK child at the moment. However, Sure
Start areas may decide to provide their children with the advantage of
the two extra Bookstart gifts, such as Bookstart Plus and My Bookstart
Bag.

新的阅读起步走增强礼包启动于零二年秋季，来自于图书信托基金会，管理阅读起步走项目的公益机构。紧接着就是零三年秋季为三岁小儿启动的“我的阅读起步走书包”。由于资金有限，目前仅有八个月婴儿的阅读起步走礼包能够提供给全英国儿童。然而，良好开端地区可以决定为他们的儿童提供阅读起步走接下来更高两个阶段的礼包，比如阅读起步走增强礼包和“我的阅读起步走书包”。

Parents who are not
familiar with Bookstart can make contact with their health visitor,
nursery nurse or local library to find out more about local schemes.
Parents who live in areas where there are no schemes can receive a free
‘mini’ Bookstart pack from Booktrust.

不了解阅读起步走项目的家长可以联系他们的卫生访视员、幼儿园阿姨或当地图书馆，以了解更多当地阅读起步走方案的信息。如果家长生活的地区没有实施这些方案，家长可以向图书信托基金申请一份免费的小型阅读起步走礼包。

Activity 4: Making suggestions

活动四：提出建议

You should allow 0 hour(s), 20 minute(s).

你有二十分钟时间。

What
kinds of suggestions do you make to parents about how they can support
their children's development and learning at home? Make a note of some
of these in your notebook.

关于家长如何支持他们子女在家的发展与学习，你能给出什么样的建议？在你的笔记本上做一些记录。

Now read the discussion

现在阅读讨论材料

Comment

讨论材料

Making
suggestions is potentially an important way to develop a partnership.
It can help to harmonize the respective approaches of practitioners and
parents, and to increase opportunities for desirable learning within
homes.

给出建议，可能是建立伙伴关系的一项重要方式。它有助于协调从业者和家长各自的行为方式，并加强在家学习的满意程度。

It is important, however, for
practitioners to realize that some of their suggestions may be
practised already in children's homes. Many parents instinctively do
things with children that are of potential benefit to their learning.
Much of this is not visible to practitioners because it takes place
within the stream of family, community and religious life. Noticing
this in the 1980s, Sharpe (1980) referred to the ‘hidden hand of home’.

然而，对于从业者，重要的是，认识到他们的某些建议可能在儿童家里已经实施。许多家长本能的作为对于儿童的学习有着潜在的好处。许多并不为从业者所见到，因为这都发生在家庭、社区和宗教生活中。夏普（1980）在八十年代注意到这，称之为“家庭隐形之手”。

Parents
need to feel they can openly discuss their ideas for supporting
children's learning without the risk of correction. To enable parents
to discuss their ideas in this way, practitioners must be sensitive to
parents' feelings and use considerable interpersonal skills.

家长需要感受到他们可以公开的讨论他们为支持子女学习而产生的各种想法，而不会受到纠正的风险。要允许家长以这种方式讨论他们的想法，从业者必须对家长的感受保持敏感，并使用大量交际技巧。

3 Partnership in practice

三、实践中的伙伴关系

Practitioners providing courses for parents

从业者为家长提供课程

A
well-known way of increasing goodwill, understanding, and a sense of
partnership between practitioners and parents is through the provision
of courses and workshops. These can take many forms, but essentially
they involve inviting parents to a setting to:

在从业者与家长之间增加善意、理解与伙伴感觉的一个著名方法就是，通过提供课程和讲习班。这可以采用多种形式，但是基本上都要涉及到邀请家长到一所机构：

give them information;

给予他们信息；

support their understanding of what their children experience in the setting;

帮助他们了解其子女在机构中的体验；

enable them to give information about their children;

允许他们提供自己子女的信息；

help them to be more effective supporters of their children's learning;

帮助他们成为子女学习的更有效支持者；

help them to feel confident about approaching practitioners with queries and suggestions.

帮助他们有信心带着疑问与建议接近从业者。

Sheila Karran article

希拉·卡苒的文章

Article on the role of the bilingual education assistant in working with parents with little confidence.

文章讨论双语教育助理在与没有信心的家长合作时的职责。

View document about Sheila Karran article

阅读希拉卡苒文章相关文档

Activity 5: Increasing parents' confidence

活动五：增强家长的信心

You should allow 1 hour(s), 20 minute(s).

你有一小时二十分钟。

In Article 1 (above), Sheila Karran provides examples of three types of parent courses:

在第一篇文章（见上）当中，希拉·卡苒提供了三种家长课程的范例：

a ‘Parents and learning’ course for Sylheti-speaking parents with children in nursery and reception classes;
一个为幼儿园和学前班儿童及其锡莱特语家长开设的“家长与学习”课程；

an arrangement whereby Mirpuri-speaking parents and grandparents are
invited into a nursery to participate in children's activities;
安排米尔布尔语家长以及爷爷奶奶到幼儿园参加儿童的活动；

family learning sessions in a nursery, which involve parents, aunts and uncles, grandparents and younger siblings.
幼儿园的家庭学习活动，其中包括家长、叔叔阿姨、祖父母和弟弟妹妹。

Please
read Karran's article, taking particular note of the role of the
bilingual assistant, and the benefits – for parents, children and
practitioners – that stem from the initiatives described. Make notes in
your notebook.

请阅读卡苒的文章，请特别注意双语助理的职责，以及所述行为给家长、儿童和从业者带来的益处。在笔记本中写下你的笔记。

Now read the discussion

现在阅读讨论材料

Comment

讨论材料

Bilingual
assistants play an essential ‘intermediary’ role in terms of linking
with parents and helping them feel sufficiently confident to attend
courses and to enter an early years setting. In the examples described,
the bilingual assistants are mainly paid employees. However, in
settings where there are no such posts to provide support, volunteer
bilingual parents may sometimes be recruited.

在与家长联系，并帮助他们感到有足够的信心参与课程、走进早教机构方面，双语助理扮演着至关重要的“中间人”角色。在所述范例中，双语助理主要是受薪雇员。然而，在没有这么多职位的机构中，有时候可能会雇用双语家长担任志愿者。

The chapter highlights some important benefits of running parent groups. You may, for instance, have noted the following:

这一章凸显了组建家长团体的一些重要好处。例如，你可能已经注意到：

Parents
are able to benefit from an increase in their personal confidence. They
can feel more able to support their children's learning, and to be more
comfortable about visiting and spending time in their children's
setting. Parents also stand to gain from having their learning
accredited. This might lead to employment within an early years
setting, for example, or the decision to enrol for a course at an adult
education college. Providing support for parents from minority ethnic
communities who lack confidence in speaking English may help them to
feel less isolated and, importantly, may foster race relations. An
issue raised by Karran's chapter, however, is the need to make sure
that all parents - from both majority and minority ethnic groups – feel
they are equally valued and provided for.

家长能够从增加个人信心中受益。他们可以感觉到能够更好的支持其子女的学习，参观访问子女学校时更加轻松。家长们也坚持从学习认证中受益。比如，有可能被早教机构雇用，或者决定加入成人教育学院的课程学习。为少数民族社区缺乏说英语信心的家长提供支持，可以帮助他们减少孤独感，更重要的是，可以促进民族团结。然而，卡苒文章中提出了一个问题，需要确定所有家长——来自主体民族和少数民族团体的——感到自己受到同样重视和规定。

Children
can gain much from practitioner – parent contact. This includes the
increased ability of their parents to help them, the knowledge that
significant adults in their life want to work together and understand
each other's views, and the way in which home and setting are brought
together with the potential of influencing and learning from each other.

儿童可以从从业者—家长联系中获益更多。这包括他们家长增强帮助他们的能力，关键成年人在孩子们生活中一起工作、彼此理解的知识，家庭和学校因为潜在影响和彼此学习而走到一起的途径。

Practitioners are put in touch with parents' understandings and skills, and their attitudes to education. Table 1
in the chapter, for instance, is revealing of some cultural differences
with regard to education practices. There is a need for dialogue to
establish a common approach, or children could be confused.
Practitioners may feel more supported and appreciated if parents become
more informed about the work and aims of an early years setting.

从业者因为家长的理解和技能、及其对待教育的态度而与家长相识。比如，本章表一揭示了在对待教育实践方面某些文化上的差异。这需要通过对话来产生一个共同的方法，否则儿童会产生困惑。如果家长更加了解早教机构的工作和宗旨，从业者会感受到更多支持和感激。

3 Partnership in practice

三、实践中的伙伴关系

Parents and practitioners supporting each other

家长与从业者彼此支持

At
the beginning of Section 1 of this unit we gave a definition of
partnership, which included the idea that it is ‘a joint business’. We
next consider a partnership initiative in which parents and
practitioners act both jointly and interdependently.

在本单元第一节开始，我们对伙伴关系下了一个定义，其中包括“一起工作”的观念。我们接下来考虑一种伙伴关系，家长与从业者一起行动，相互依赖。

Hancock and Cox article

汉考克与考克斯的文章

Article on parents and children under three at Tate Britain, London

文章涉及伦敦市泰特英伦的三岁以下幼儿及其家长。

View document

about Hancock and Cox article

文章二：伦敦“泰特英伦”的三岁以下幼儿及其家长

Activity 6: Combining expertise

活动六：组合技能

You should allow 1 hour(s), 20 minute(s).

你有一小时二十分钟时间。

Now
read Article 2 (above). As you read, consider the ways in which parents
and practitioners work together to enable very young children to be in
a public gallery and learn from the experience.

现在阅读文章二（见上）。在你阅读的时候，考虑家长和从业者一起工作的途径，使得幼儿可以在公共画廊从经验中获得学习。

Now read the discussion

现在阅读讨论材料

Comment

讨论

Although
public galleries nowadays are open to a range of audiences, including
children, it is still not common to find programmes specifically aimed
at under threes. Meeting the needs of very young children in a
prominent public gallery could be seen as a ‘risky’ thing to do.

虽然公共画廊现在面向各种观众开放，就包括儿童，但它仍然没有专门针对三岁以下儿童的具体活动。满足幼儿需求对于著名公共画廊，仍被视作危险之举。

However,
as you read in the chapter, the inclusion of parents as partners can
greatly reduce such risks, and actually increase the impact of the
workshops for the children. The workshop leaders were well qualified to
provide learning experiences, both for children and parents. This
combination of practitioners' professional knowledge and parents'
understanding of the needs of their children was a very powerful mix of
expertise.

然而，正如你在文中所读，将家长作为活动伙伴将极大减少风险，事实上还可以增加研究小组对于孩子的影响。研究小组领队善于提供学习体验，不管给孩子，也给家长。这种从业者的专业知识与家长对其子女的需求的理解的结合，是一项非常强大的组合技能。

Maybe you create
opportunities in your own setting for parents to make such a
contribution to your work with the children. Or perhaps you can
envisage how you might encourage this form of ‘interdependent’
partnership.

也许你在你自己机构中为家长创造机会，向你机构中的孩子做出这类贡献。或者，也许你可以设想你是如何增强这类“相互依赖”的伙伴关系。

3 Partnership in practice

三、实践中的伙伴关系

Parents taking the lead with practitioner support

家长在从业者支持下起带头作用

There
are some situations in which parents become leaders in ways that are
not typical, even in early years settings. Footprints, for example, is
a parent-run breastfeeding support project that arose out of Sure
Start. In the case study below, Emma Yates, a researcher, explains the
purpose of Footprints.

在某些情况下，家长会以一种非典型的方式成为领队，甚至在早教机构中也是如此。比如，脚印项目，是一项家长运作的母乳喂养支援项目，由“良好开端”协会发起。在以下研究案例中，艾玛·叶慈，一名研究者，解释了脚印项目的目标。

Footprints: a breastfeeding project

脚印：母乳喂养项目

Footprints
is a drop-in group on a Wednesday morning. Its main aim is to provide
breastfeeding support for mums with babies, but much else happens as
well. The group was set up by Sally Jeffs, Amanda Fellgate and Samantha
Brace, who are all mums with small babies. They had each experienced
problems with breastfeeding, and felt they would like to offer support
to others in a similar position. The group has now been running very
successfully for a year, and is entirely run by mums, with professional
support given by a Sure Start health visitor when needed. Sally, Amanda
and Samatha are visiting new mums in hospitals, where they offer
information and advice at their bedside.

脚印是一个周三上午的串门团体。主要宗旨是为母亲和婴儿提供母乳喂养的支持，当然也包括其他情况。该团体由萨利·杰夫斯、艾曼达·斐尔盖特和萨曼莎·布莱斯建立，他们都是有小宝宝的母亲。他们都经历过母乳喂养的问题，并觉得他们应该为遇到类似状况的母亲提供支持。小组现已相当成功的运作一年有余，并且完全由妈妈们运作，在需要的时候有“良好开端”提供的专业支持。萨利、艾曼达和萨曼莎在医院探访新妈妈，在床边提供信息和建议。

When
Sally originally went to Sure Start and suggested the idea of
Footprints, she was provided with support and the means to get started.
She managed to locate the premises in which to hold the group, and was
able to liaise with health visitors and midwives. A teenage worker and
a play worker also helped by distributing information packs to parents.
In addition, Sally was given office support for photocopying, printing
and telephoning. As she says, ‘Sure Start offered encouragement and
support throughout – not just financial. When we went through a rough
patch they helped us to keep the group going by their ongoing support.’
Sure Start is also paying for the group's first birthday party.

当初萨利去“良好开端”并提出脚印项目的想法时，他得到支持以及启动资金。他设法为小组找到办公场所，并能和卫生访视员以及助产士保持联络。一名青少年工作者和一名幼儿游戏工作者也帮助分发资料包给家长。另外，萨利还得到复印、打印和电话等办公支持。如他所言，“良好开端处处都有奖励和支持——不仅仅在财务上。当我们遭遇艰难时期，他们通过持续不断的支持帮助我们渡过难关。”良好开端也为小组的第一次生日聚会付账。

Although
the major focus is breastfeeding, there are clear educational
spin-offs, both for children and parents. As Sally explains: ‘We were
using the toys in the Salvation Army premises and they were very old
and a bit unhygienic, to be honest. We thought, would we let our own
children play with them? The answer was clearly “no”. We managed to
obtain a grant of ￡350 for new toys, equipment and books. We chose the
toys according to the early years points of learning. The emphasis was
on “enhancing toys” for babies, but for older siblings we bought a
tower with different platforms, Noah's Ark, tents, tunnels and books.
We blocked off one half of the room for the older children to play.’
The atmosphere during a normal group session is relaxed, and relates to
the feeling of a creche or a playgroup. Young babies are clearly
stimulated by the sights and sounds, and siblings get much from being
with and playing with each other.

虽然主要关注母乳喂养，但对于儿童和家长，在教育方面，也都有清晰的良好作用。正如萨利所解释的：“我们曾经使用救世军的玩具，说实话，都已经非常古老，并有点不卫生。我们想，我们是否愿意让自己的孩子玩这些玩具？答案很明确：不。我们设法获得一笔用于新玩具、设备及书籍的三百五十英镑的捐赠。我们选择针对早期教育的玩具。重点是婴儿的‘强化玩具’，但是对于大一些的孩子，我们购买了有不同平台的攀登塔、诺亚方舟、帐篷、隧道和书籍。我们分隔出一半的空间供较大的孩子玩耍。”一次普通的小组活动，气氛轻松，让人觉得是在托儿所或者游乐场。婴儿能够受到声光的明显刺激，大孩子能从彼此玩耍与相处中获益良多。

All
three parents have undergone a ten-week training course to ensure they
have the skills to offer the best support for a particular situation.
The training provides insights into nutrition and breast health. There
is recognition that every mum is different, and that some may prefer to
share breastfeeding difficulties with another experienced mum rather
than go to a clinic or talk to a health visitor. Sure Start has given
the group a commitment to ongoing training, to make sure that mums are
provided with up-to-date support. Sally has done various other courses
through Sure Start. These include ‘Breastfeeding for Special Care
Babies’, ‘Child Behaviour Management Volunteer Training’, ‘United
Nations Children's Fund (UNICEF) Baby Friendly Intensive’, and
‘Nutrition’. She is also about to start the National Childbirth Trust's
(NCT) ‘Breastfeeding Councillor's Course’.

这三位家长都经历过为期十周的训练课程，以确保他们有能力为特定状况提供最佳支持。培训提供了对营养和乳房健康的深入了解。人们认识到每一位母亲都是不同的，有些母亲更愿意向另一位有经验的母亲交流母乳喂养的困难，而不是去诊所与卫生访视员交谈。“良好开端”承诺给小组不断培训，以确保母亲们能得到最新支持。萨利通过“良好开端”已经完成了其他课程。其中包括《针对特别护理婴儿的母乳喂养》、《儿童行为管理志愿者培训》、《联合国儿童基金会婴儿友好强化》以及《营养学》。他也即将开始国家生育信托基金的《母乳喂养顾问课程》

Activity 7: Parents supporting parents

活动七：家长支持家长

You should allow 0 hour(s), 30 minute(s).

你有三十分钟时间。

The
Footprints project gives a sense of what parents can achieve when they
are enabled and supported by professionals. Within your setting, are
there any ways in which you encourage parents to support each other? If
nothing springs to mind, consider how you might set about helping this
to happen. Write down some thoughts in your notebook.

脚印项目给人这样一种感觉，只要得到专业人员的支持和允许，家长就能够成功。在你的机构中，你用什么办法鼓励家长彼此支援？如果什么都想不起来，你可能需要考虑如何着手做到这一点。在笔记本上写下你的想法。

Now read the discussion

现在阅读讨论材料

Comment

讨论材料

As
we have said, many partnership arrangements involve parents doing what
practitioners suggest. This can have much value, but it is important to
remember that parents have the capacity to provide support and learn
from each other. In some situations, therefore, it might be best for
professionals to take a ‘back seat’ facilitator's role rather than a
more traditional leading role.

如我们所说，很多伙伴关系的形成都需要家长按照从业者的建议去做。这很关键，但是重要的是记住家长彼此之间有能力提供支持和相互学习。因此，在某些情况下，专业人员充当幕后服务，而不是传统的领导角色，来得更好一些。

4 A framework for understanding partnership

四、一套理解伙伴关系的框架

Five dimensions to parental involvement

家长介入的五个方面

Over
the years, writers have put forward models, frameworks and typologies
for understanding the theoretical and practical dimensions of
partnership. The curriculum guidance documents produced respectively
for England, Scotland, Wales and Northern Ireland each contain guidance
on how best to achieve a partnership with parents through practical
means. For instance, the Northern Ireland Council for Curriculum,
Examinations and Assessments (CCEA) stresses the importance of
supporting transition, of keeping parents fully informed, of drawing on
family expertise, and of encouraging children to take pre-school
learning home (DENI, 1997, p. 11).

多年以来，作者理解伙伴关系的理论和实践，提出了模型、框架和类型学。为英格兰、苏格兰、威尔士和北爱尔兰分别制作的课程指导文件，均包含如何通过实际手段与家长实现最好的伙伴关系。比如，北爱尔兰课程、考试与评价委员会（CCEA）强调，为使家长充分了解，利用家庭专门知识，以及鼓励儿童使用家庭学前教育，而支持过渡的重要性（DENI, 1997, p. 11）。

Suggestions
for practice are helpful to practitioners. However, it is also
important to have a wider sense of the scope of partnership and the
many practical ways in which it can be expressed. We have given an
indication of the nature of this scope in Section 3. Partnership
practice tends to be formulated by professionals – by policy writers,
early years specialists, educational theorists and practitioners – but
rarely by parents themselves. So it is important to have a conception
of partnership that goes beyond what professionals might feel is
appropriate; a vision that leaves some space for creative and
unexpected ideas from parents and children.

为实践给出建议有利于从业者。然而，有一个更广泛意义上的伙伴关系，以及可表达的多种实践途径，也很重要。我们已经在第三节为伙伴关系范围的性质给出了提示。伙伴关系实践往往由专业人员——政策制定者、早教专家、教育理论家以及从业者——制定，但很少有家长制定。因此，清楚的认识到，伙伴关系会超越专家所认为的适当，这很重要。为来自家长和儿童的创造性的意料之外的想法，留一些空间，具有这样的元件也很重要。

Gillian
Pugh and Erica De'Ath studied 130 nurseries, early years groups and
centres. They came up with a framework to help practitioners and
parents think widely about partnership (Pugh and De'Ath, 1989). They
identified five dimensions to parental involvement shown in Table 1.

吉利安·皮尤与埃里卡·德阿斯研究了一百三十所幼儿园、早教团体和早教中心。他们提出一套框架帮助从业者和家长广泛思考伙伴关系（Pugh and De'Ath, 1989）。如表一所示，他们确定了家长介入的五个方面。

Table 1: Five dimensions to parental involvement

Type of involvement	Characteristics
1 Non-participation	Parents are not involved in their children's learning
Active	These parents are ‘active’ non-participants who decide not to be involved. They may be happy with what's on offer, or very busy at work, or want time away from their children (Carol Vincent called these ‘detached parents’).
Passive	These parents are ‘passive’ non-participants who would like to be involved, but may lack the confidence to do this, or may be unhappy with the form of partnership offered (Carol Vincent called these ‘independent parents’).
2 Support	Parents support a setting ‘from the outside’
	These parents become involved but only when invited, e.g. by attending events or providing money for learning resources.
3 Participation	Parents participate in a setting ‘from within’
Parents as helpers	These parents help in ways such as providing assistance on outings, supporting children's learning in the setting, or running a toy library.
Parents as learners	These parents attend workshops and parent education sessions.
4 Partnership	Parents are involved in a working relationship with practitioners
	These parents' involvement is characterized by a shared sense of purpose and mutual respect. For example:
	Parents have equal access to information and records; Parents share in the diagnosis and assessment of their children; Parents share in the selection of practitioners; Parents are encouraged to become practitioners.
5 Control	Parents determine and implement decisions
	These parents are ultimately responsible and accountable for the provision of the setting.

表一：家长介入的五个方面

接入方式	特征
1 不参与	家长并不涉足子女的学习
积极	这些家长属于积极不参与者，他们决定不涉足子女的学习。他们可能对机构提供的服务很满意，或者工作非常繁忙，或者想抽时间远离子女（卡罗尔·文森特称这些为“超然家长”）。
消极	这些家长属于消极不参与者，他们愿意参与，但是可能缺乏参与其中的信心，或者不喜于参与的形式。（卡罗尔·文森特称这些为“独立家长”）。
2 支持	家长被动支持教育机构
	这些家长仅在受邀请是参与其中，比如，出席活动或者为学习资源提供资金。
3 参与	家长主动参与到教育机构
家长作为帮助者	这些家长以某种方式帮助教育机构，比如在外出的时候提供援助，支持孩子在教育机构中的学习，或者运作一个玩具图书馆。
家长作为学习者	这些家长出席主题研究小组以及家长教育会议。
4 伙伴关系	家长与从业者建立工作关系
	这种家长介入的特点是有一个共同的明确目标，以及相互尊重。比如：
	家长们有相同的机会获取信息和记录；家长们分享子女的诊断与评价；家长们分享对从业者的选择；家长们相互鼓励成为从业者。
5 控制	家长作出决定并执行决定
	这些家长极其负责，并为教育机构负责后勤。

4 A framework for understanding partnership

四、一套理解伙伴关系的框架

Partnership in your setting

在你机构中的伙伴关系

Activity 8

活动八

You should allow 0 hour(s), 20 minute(s).

你有二十分钟时间。

Look again at Table 1, and consider how your relationships and initiatives with parents relate to the types that are identified:

再看一次表一，考虑你与以下各类型家长的关系如何，有多主动？

Table 1: Five dimensions to parental involvement

Type of involvement	Characteristics
1 Non-participation	Parents are not involved in their children's learning
Active	These parents are ‘active’ non-participants who decide not to be involved. They may be happy with what's on offer, or very busy at work, or want time away from their children (Carol Vincent called these ‘detached parents’).
Passive	These parents are ‘passive’ non-participants who would like to be involved, but may lack the confidence to do this, or may be unhappy with the form of partnership offered (Carol Vincent called these ‘independent parents’).
2 Support	Parents support a setting ‘from the outside’
	These parents become involved but only when invited, e.g. by attending events or providing money for learning resources.
3 Participation	Parents participate in a setting ‘from within’
Parents as helpers	These parents help in ways such as providing assistance on outings, supporting children's learning in the setting, or running a toy library.
Parents as learners	These parents attend workshops and parent education sessions.
4 Partnership	Parents are involved in a working relationship with practitioners
	These parents' involvement is characterized by a shared sense of purpose and mutual respect. For example:
	Parents have equal access to information and records; Parents share in the diagnosis and assessment of their children; Parents share in the selection of practitioners; Parents are encouraged to become practitioners.
5 Control	Parents determine and implement decisions
	These parents are ultimately responsible and accountable for the provision of the setting.

表一：家长介入的五个方面

接入方式	特征
1 不参与	家长并不涉足子女的学习
积极	这些家长属于积极不参与者，他们决定不涉足子女的学习。他们可能对机构提供的服务很满意，或者工作非常繁忙，或者想抽时间远离子女（卡罗尔·文森特称这些为“超然家长”）。
消极	这些家长属于消极不参与者，他们愿意参与，但是可能缺乏参与其中的信心，或者不喜于参与的形式。（卡罗尔·文森特称这些为“独立家长”）。
2 支持	家长被动支持教育机构
	这些家长仅在受邀请是参与其中，比如，出席活动或者为学习资源提供资金。
3 参与	家长主动参与到教育机构
家长作为帮助者	这些家长以某种方式帮助教育机构，比如在外出的时候提供援助，支持孩子在教育机构中的学习，或者运作一个玩具图书馆。
家长作为学习者	这些家长出席主题研究小组以及家长教育会议。
4 伙伴关系	家长与从业者建立工作关系
	这种家长介入的特点是有一个共同的明确目标，以及相互尊重。比如：
	家长们有相同的机会获取信息和记录；家长们分享子女的诊断与评价；家长们分享对从业者的选择；家长们相互鼓励成为从业者。
5 控制	家长作出决定并执行决定
	这些家长极其负责，并为教育机构负责后勤。

How would you characterize the nature of parent partnership in your setting?

In what ways can your partnership with parents be defined and justified?

Do you feel your practice is sufficiently developed in this area?
你如何刻画在你机构中的家长伙伴关系的性质？你与家长的伙伴关系可以用什么方式界定并调整？你是否觉得你在这一领域的实践行为已经得到足够发展？

Write down your answers in your notebook.

在笔记本上写下你的回答。

Now read the discussion

现在阅读讨论材料

Comment

讨论材料

In
many early years settings it would not be considered appropriate to
establish a form of partnership whereby parents are equal partners in
the way that type 4 in the table defines, or for parents to assume
control, as in type 5. In defining the kinds of partnership that should
be associated with any one particular early years setting, it is
important for practitioners to have a good sense of parents' capacity
to enter into such partnerships. Practitioners also need to be
realistic about the time and resources available to them. Parents will
be disappointed if professionals make promises that they are unable to
fulfil.

在许多早期教育机构中，并没有考虑过适当的建立起某种形式的伙伴关系，即家长是一个如表中所定义的第四种类型的平等伙伴，或者如第五种类型那样由家长承担控制权。在各类伙伴关系的定义中，都有一个具体的早期教育机构，这对于从业者包容家长参与到伙伴关系中，很重要。从业者也需要对他们可用的时间和资源保持清醒的认识。如果专业人员做出无法兑现的承诺，他们会很失望。

Practitioners
in various settings will have strong feelings about the kinds of
partnership that are most supportive of their work. As we said earlier,
there are considerable variations in the ways in which educational
settings interpret the notion of partnership. These are both
understandable and necessary, and require complex professional
decisions to be made. The decision-making process involves a sense of
what is feasible, given the nature of a parent body, and also a sense
of what is most appropriate for children's needs.

各机构中的从业者将会强烈感觉到，这些伙伴关系将是他们工作的绝大助力。如前所言，不同的教育机构，对伙伴关系的解释，有着相当大的差异。这些都是可理解的，也是必要的，并且需要复杂的专业决策来完成。决策过程涉及到知道什么是可行的，给出家长这个团体的本质，以及了解最适合儿童需求的是什么。

Ball
(1994) considers partnership to be about ‘balance’, which draws
attention to the ways in which the needs, ideas and limitations of
parents, children and practitioners must be considered. However, it is
important to recognize that all forms of parental involvement and
partnership are potentially valuable. The central question that should
be asked of any partnership arrangement is: To what extent is it
directly or indirectly benefiting the children?

包尔（1994）认为，伙伴关系关乎平衡，需要注意到对家长、儿童及从业者的需求、想法及局限性的思考方式。然而，重要的是，确认出各种形式的家长参与以及伙伴关系的潜在价值。伙伴关系管理上的核心问题是：他在多大程度上直接或间接为儿童带来益处？

4 A framework for understanding partnership

四、一套理解伙伴关系的框架

Review

回顾

In
this unit we have looked at the notion of parents as partners. We have
identified a cluster of reasons why partnership is considered important
– for children, parents and practitioners – and have provided examples
of ways in which it can be interpreted in practice. We have also set
out a conceptual framework to accommodate the possible range of
parental involvement and partnership practice.

在本单元，我们了解到家长作为伙伴的概念。我们确定了诸多为什么伙伴关系被认为很重要——对于儿童、家长以及从业者——的理由，并具体说明了如何在实践中加以阐释。我们还制定了一套概念框架，以容纳尽可能多的家长介入和伙伴关系实践类型。

Parental
involvement practice is invariably conceptualized and specified by
professionals. It is necessary, therefore, for practitioners to be open
and receptive to feedback and suggestions both from parents and
children. Some parents, for reasons that may not be apparent to
practitioners, are reluctant to become involved in their children's
care and education; others may choose not to become involved.
Practitioners need to be aware of parents' feelings, and to be cautious
about blaming them for what seems to be a lack of interest.

具体化的。因此，有必要让专业人员公开并接受来自家长和儿童的反馈及建议。某些家长，出于从业者看不见的原因，不愿意介入其子女的照顾和教育当中，其他一些则可能选择不介入。从业者需要明了家长的感受，在责备他们似乎兴致索然的时候要保持谨慎。

As
we have seen throughout this unit, partnership can take many forms.
Projects and special initiatives to encourage parental involvement can
be exciting and stimulating, but also short-lived and heavily dependent
on the provision of extra funds. Ultimately, partnership needs to be a
way of life that becomes embedded in the ongoing day-to-day exchanges
that take place between parents, practitioners and children.

正如我们在本单元中所见，伙伴关系可以有很多形式。鼓励家长介入的项目和具体措施，可以令人兴奋与刺激，但也是短暂的，严重依赖于外部奖金的刺激。从根本上讲，伙伴关系需要成为一种生活方式，根植于家长、从业者和儿童之间发生的日常交流。

Do this

任务

Now you have completed this unit, you might like to:

现在你已经完成本单元，你可能想要：

Post a message to the unit forum.
在本单元论坛发表文章。

Review or add to your Learning Journal.
回顾并添加到你的学习日记中。

Rate this unit.
为本单元打分。

Try this

尝试

References

参考文献

Awdurdod
Cymwysterau, Cwricwlwm ac Asesu Cymru (ACCAC, or the Qualifications,
Curriculum and Assessment Authority for Wales) (2000) Desirable Outcomes for Children's Learning before Compulsory School Age, Cardiff, ACCAC.

Ball, C. (1994) Start Right: The importance of early learning, London, Royal Society of Arts.

Bastiani, J. (1996) Home-School Contracts and Agreements: Opportunity or threat?, London, Royal Society of Arts.

Bastiani, J. and Wolfendale, S. (eds) (1996) Home-School Work in Britain: Review, reflection and development, London, David Fulton.

Campbell, R. (2002) Naughty Puppy, London, Pan Macmillan.

Cassidy, S. (2002) ‘Mums and dads come out to play’, The Independent, 16 May, pp. 4–5.

E123: [NEED TO ADD FULL DETAILS HER: AUTHORS, COPUBLISHERS, IF RELEVANT, ETC.

Committee of Enquiry into the Education of Handicapped Children and Young People (CEEHCYP) (1978) Special Educational Needs, Warnock Report, London, HMSO.

Coward, R. (1993) Our Treacherous Hearts: Why women let men get their way, London, Faber and Faber.

Craft, A. (2002) Unpublished paper on home education, Milton Keynes, The Open University.

Department
for Education and Skills (DfES) (2002) ‘Parents’ Gateway’ [online],
http://www.dfes.gov.uk/parentsgateway/index.shtml (accessed 3 December
2002).

Department of Education Northern Ireland (DENI) (1997) Curriculum Guidance for Pre-School Education, Belfast, Northern Ireland Council for Curriculum and Assessment.

Dodds, S. (1999) Ting-a-ling, London, Dorling Kindersley.

Edwards, R. (ed.) (2002) Children, Home and School: Regulation, autonomy or connection?, London, RoutledgeFalmer.

Ghedini, P., Chandler, T., Whalley, M. and Moss, P. (1995) Fathers, Nurseries and Childcare, Corby, Pen Green Centre.

Hancock, R., Gale, S., Mansfield, M. and Stoker, D. (1998) Home-School Agreements: Which way forward?, London, Tower Hamlets Parents Advice Centre.

Henderson, K. (2001) Baby Knows Best, London, Doubleday.

Maclure, J. S. (1968) Educational Documents: England and Wales 1816–1967, London, Methuen.

Meighan, R. (1997) The Next Learning System, Nottingham, Educational Heretics Press.

Ormerod, J. (2002) Hat off, Baby!, Hauppauge, NY, Barron's Educational Series.

Oxenbury, H. (1987) Tickle, Tickle, London, Walker Books.

Oxenbury, H. (1998) Say Goodnight, London, Walker Books.

Penn, H. and McQuail, S. (1997) Childcare as a Gendered Occupation, London, Department for Education and Employment.

Pugh, G. and De'Ath, E. (1989) Working Towards Partnership in the Early Years, London, National Children's Bureau, London.

Ribbens,
J. (2000) untitled paper presented at an Economic and Social Research
Council (ESRC) seminar ‘Parents and Schools’, Bath Spa University, 18
October.

Scottish Executive (2002)
‘Home Reading Initiative launched’ [online],
http://www.scotland.gov.uk/pages/news/2002/08/SEED075.aspx (accessed 21
November 2002).

Sharpe, L. (1980) ‘Home-school relations: a reconceptualisation’ (unpublished thesis), Brighton, University of Sussex.

Sharpe, R. and Green, A. (1975) Education and Social Control: A study in progressive primary education, London, Routledge and Kegan Paul.

Tassoni, P. (2000, 2^nd edn) Certificate Child Care and Education, Oxford, Heinemann.

Thomas, A. (1998) Educating Children at Home, London, Cassell.

Vincent, C. (1996) Parents and Teachers: Power and participation, London, Falmer Press.

Wade, B. and Moore, M. (1998) Bookstart: The first five years, London, Booktrust.

Wade, B. and Moore, M. (2000) ‘A Sure Start with books’, Early Years, 20(2), pp. 39–46.

Wallace, W. (2002) ‘Meet the parents’, Nursery World, 2 May, pp. 10–11.

Walkerdine, V. and Lucey, H. (1989) Democracy in the Kitchen: Regulating mothers and socialising daughters, London, Virago.

Ward, H. and Passmore, B. (2002) ‘Morris says parents undermine discipline’, Times Educational Supplement, 15 February, p. 6.

Weinberger, J. (1996) Literacy Goes to School: The parents’ role in young children's literacy learning, London, Paul Chapman.

Wolfendale, S. (1987) Primary Schools and Special Needs: Policy, planning and provision, London, Cassell.

Woodhead, C. (1998) ‘Inspecting the inspector’, Education, BBC News Online, http://news.bbc.co.uk/1/hi/education/1 18808.stm (accessed 4 December 2002).

Acknowledgements

致谢

The content acknowledged below is Proprietary (see terms and conditions) and is used under licence.

以下内容属于私有内容（详见条款及条件），其使用已获得授权。

Grateful acknowledgement is made to the following sources for permission to reproduce material within this unit:

感谢以下资源准许本单元转载：

Cover photograph: Courtesy of Sally Jeffs.

封面照片：

Figure on page 10 and appendix item: De'Ath, E. and Pugh, G. (eds) (1986) Working with Parents: A training resource pack, National Children's Bureau.

第十页与附录中的图例：

Figure and text on page 17: Adapted from Tassoni, P. (2000) Certificate Child Care and Education, 2^nd edn, Heinemann Educational Publishing.

第十七页的图例：

Photograph on page 19: Courtesy of Caroline Struthers.

第十九页的相片：

Illustration on page 20: Copyright ? Catherine and Laurence Anhold.

第二十页的图表：

Photograph on page 25: Supplied by Tate Education Department.

第二十五页的相片：

Every
effort has been made to trace all copyright owners, but if any has been
inadvertently overlooked, the publishers will be pleased to make the
necessary arrangements at the first opportunity.

The Course Team would also like to express special thanks to the following people for their valuable contributions to this unit:

课程小组还要特别感谢以下同志为本单元作出的宝贵贡献：

Melian Mansfield, Executive member, Campaign for the Advancement of State Education (CASE).

全国驾驭发展运动执行委员

Caroline Struthers, Home-School Partnership Coordinator, South Lanarkshire.

南拉纳克郡家校伙伴关系协调员

Emma Yates, Coordinator, Sure Start, South East Ipswich.

东南伊普斯维奇郡“良好开端”协调员

Rosemary Clarke, National Coordinator, Bookstart.

“阅读起步走”项目国家协调员

http://openlearn.open.ac.uk/course/view.php?id=1539

缓冲时间某些家长有着非常大的困难：情绪、交际以及经济上的。如果机构在孩子们受到训练有素的员工的照料的时候，为家长提供时间放松，以及接触其他家长。	实践技能某些家长缺乏照顾孩子的基本的技能。邀请他们留下来，给他们一个机会向员工和其他家长学习有关，比如，感受、换尿布、卫生以及睡觉的知识。	幼儿知识家长们最了解自己的子女。如果他们能够分享这些知识，员工就可以利用这些知识为其子女提供更好的服务。
自尊某些家长缺乏自尊。通过花时间与家长在一起，并鼓励培养个人技能，员工可以令他们找到自我价值，在照顾儿童方面获得自信。	消费者权利家长或直接或间接用税收付钱给学前机构。作为消费者，他们应当参与到这些服务如何运作当中。	伙伴关系学前服务属于公共设施，应当满足使用者的需求。员工和家长有机会发展非正式的灵活的关系，这样可以让家长更容易的说清他们的需求。
相互支持人们往往从那些有着类似问题的人那里寻求最大支持。家长们可以相互聚会，这样他们可以分享感受、价值观和困难，在经历困难的时候相互扶持。	额外的一双手这里有集中于照顾孩子有关的工作，不需要特殊训练或经验：在艺术表演的时候打下手；洗玩具、为玩偶做衣服，准备饮料。应该鼓励家长做这些任务，这样，训练有素的员工就可以提供那些需要不同技能的服务。	提高认识某些家长缺乏对儿童需求刺激的认识。应该鼓励家长们与子女玩在一起。这将增强他们对游戏的价值的认识。

Orca's Blog

2009年3月15日星期日

翻译《开放大学网络课程E123_1家长亦伙伴》

E123_1 Parents as partners

家长亦伙伴

Introduction

前言

What is meant by ‘Partnership with parents’

“与家长结成伙伴关系”是什么意思

1: Practitioner – parent partnerships

一、教育工作者与家长的伙伴关系

2 Partnership issues for practitioners

二、从业者的伙伴关系问题

3 Partnership in practice

三、实践中的伙伴关系

4 A framework for understanding partnership

四、一套理解伙伴关系的框架

References and Acknowledgements

参考文献与致谢

Introduction

前言

Learning Outcomes

学习目标

What is meant by ‘Partnership with parents’

“与家长结成伙伴关系”是什么意思

Figure 1 Sally Jeffs, a parent who runs Footprints, with Kalem and Saski

图一 萨利·杰夫斯，在卡莱姆与萨斯基身上实施脚印计划的家长

1: Practitioner – parent partnerships

一、从业者—家长之间的伙伴关系

The nature of partnership

伙伴关系的本质

1: Practitioner – parent partnerships

一、从业者—家长之间的伙伴关系

A broadly accepted principle

一条被广泛接受的原则

1: Practitioner – parent partnerships

一、从业者—家长伙伴关系

Why work together?

为什么要合作？

1: Practitioner – parent partnerships

Parents are educators

家长是教育者

1: Practitioner – parent partnerships

Parents give ‘background’ support to practitioners

家长为从业者提供背景服务

1: Practitioner – parent partnerships

Many parents work alongside practitioners

许多家长与从业者合作

Activity 1: Why work with parents?

活动一：为什么要和家长一起工作？

Figure 2 Table showing nine reasons practitioners work with parents

图二 显示从业者需要与家长合作的九条理由

Figure 3 Ranking of nine reasons practitioners work with parents

图三 从业者与家长合作的九条理由的重要程度

Comment

讨论材料

2 Partnership issues for practitioners

二、从业者的伙伴关系问题

Perspectives and challenges

视角与挑战

2 Partnership issues for practitioners

二、从业者的伙伴关系问题

Recognizing that parents are individuals

承认每一位家长都是独一无二的

Activity 2: Parents in your setting

活动二：在你学校里的家长

Comment

讨论材料

2 Partnership issues for practitioners

二、从业者的伙伴关系问题

Understanding why some parents decide not to be partners

理解为什么有些家长决定不合作

2 Partnership issues for practitioners

二、从业者的伙伴关系问题

Working with ‘challenging’ parents

与挑战性家长合作

2 Partnership issues for practitioners

二、从业者的伙伴关系问题

Parents are both women and men

家长有男有女

图一萨利·杰夫斯，在卡莱姆与萨斯基身上实施脚印计划的家长

图二显示从业者需要与家长合作的九条理由

图三从业者与家长合作的九条理由的重要程度