Parents hold the primary responsibility for raising their children. In early childhood education, teachers act as the education partners of children’s parents and guardians, supporting them in the vital task of raising their child.
Co-operation with the home is important so that children’s growth and learning proceed without a hitch. Co-operation is necessary throughout the child’s education path, from early childhood education to upper secondary education.
OAJ emphasises that this co-operation is based on reciprocity. Regular dialogue helps to sort things out when problems arise. The importance of co-operation is especially highlighted during changes such as educational transitions or when moving from one day-care centre/school to another.
Co-operation in early childhood education
Co-operation between the home and early childhood education is laid down in the Children’s Day-Care Act, the Act on the Status and Rights of Social Welfare Clients[1] and the principles of the early childhood education and care plan. The goal of early childhood education is to support the parents of children in early childhood education in raising their child.
The national early childhood education policies emphasise that the educational partnership, interaction and co-operation between children, early childhood education personnel and parents and guardians is a key component of good early childhood education. Early childhood education also needs to take into consideration the wishes of families and individual needs.
- drawing up the early childhood education and care plan
- early childhood education discussions
- communication between the home and early childhood education
- taking a child’s individual needs into account
- various events, such as celebrations and outings
- parent-teacher evenings or meetings