Stage One: Formulating my research question

Jennifer joined the RESPECT project because she wanted to ‘incorporate parents’ voices into the curriculum in ways that are relevant, respectful and meaningful for them’ and was concerned that parents didn’t seem to want to be involved in the program in her room. She was dissatisfied with parents’ apparent indifference to the extensive documentation that took staff considerable time and effort to create and felt that this was compounded by the very limited time in the day when staff and parents could communicate with each other.

Jennifer’s dissatisfaction led her to formulate this research question:

• ‘How can I identify what parents want their involvement to be in the room program?’
  
  

Stage Two: Answering my research question

Jennifer distributed a short questionnaire to parents of the children in her room. It asked four questions:

1.  Do you know what this room’s program involves?

In response, most parents said that they did not know what the room’s program involved, but just over half wished to be involved in it. Parents who hadn’t been involved explained that this was because either they had insufficient time or they were uncertain about just how to get involved.

2.  Do you want to be actively involved in the programming of the room?

(If ‘Yes’, how would you like to be involved? If ‘No’, could you please specify why? [Be reassured: it is OK to say ‘No’. I can imagine how time-consuming your lives are already.])

Parents who said that they wished to be involved suggested ‘conversations with staff about the children’, ‘being informed by staff about changes’ and ‘commenting on the program in writing’.

Parents who didn’t want to be involved gave several reasons: ‘staff expertise’; ‘Only if my child is unhappy or not developing in all aspects’; the desire for their child to experience a different environment than their home; and their wish to draw new ideas from staff programs.

3.  What format would be the easiest to keep you updated on the goings-on in the room, and the spaces set out for your child’s development and social needs?

Written (the program book already in the room)? Verbal? E-mail? Other (please specify)?

Responses: ‘Written’ (8); ‘E-mail’ (6); ‘Verbal’ (6); ‘Other’ (1) symbols on walls, and photographs.

4.  How do you find the individual journals of your child? (If unsure, these are located on the shelf in the room.)

Parents said that they found it useful and rewarding to read the children’s journals.

Stage Three: How have I changed?

As Jennifer reflected on the results of her survey, she became concerned that parents saw her as ‘the expert’:

(M)ost parents think we are ‘the experts’, whereas I think the parents know more about their child than I ever would. The majority of parents don’t want to be involved and /or don’t even know what the program is. … Questions raised from my survey are:

1. Why do parents think staff are ‘experts’ or more educated in this area than they are?

2. How do I feel about parents seeing me as an expert when I am not?

3. How can we invite parents to give feedback to staff through their children’s journals (which they find very rewarding)?

4. What do parents think is important for staff to know? And vice versa.

Further reflection led Jennifer to acknowledge that some families do not participate in program planning not because they aren’t interested, but because they don’t have time and/or because they want their child to experience an environment at the Centre that was different to their home. Consequently, Jennifer felt less concerned about parents’ lack of involvement and, therefore, felt less pressure to create new ways to involve them. Instead, she decided that it was more important to understand parents’ attitudes to the Centre, because this could lead to more equitable relationships with parents:

I am trying to be more understanding in my teaching practices and where parents are coming from - their stresses, dilemmas, what’s ‘best practice’, etc. Listen to parents more and try to consider their cultural differences in raising their child. (P)arents are expected to know about the program and to want to be involved … (but) … staff should recognise that they (parents) are busy people and this needs to be respected. … Parents and staff have very similar stresses and dilemmas, which affect the way we communicate and the information we share. … Parents are constantly questioning what they are doing with their child. Staff are not ‘experts’, no-one really is when it comes to children, as they are all unique and change everyday, but parents feel we are. Possibly their insecurities, but more education doesn’t mean ‘expert’.

Stage Four: Where next?

Jennifer decided that when the action learning program finished she would discuss with parents the survey results - especially their view of ‘teacher as ‘expert’ - and explore other ways to involve them in the program. She wrote in her journal:

Follow up on the surveys with a letter to parents discussing my dilemmas, eg staff as ‘experts’; possibly putting out newsletters and /or assess the way we let parents know about changes, e.g. via e-mail and also inform parents of the program and what it involves and what they’d like to do to be involved. What they would like next year in the program as I follow these children/families up to the next room.

Jennifer wrote that to continue the work, she needed support from staff and parents, as well as access to theory and technology to circulate her ideas and concerns:

Staff and director’s support; parents’ support – well those who are interested at least; access to theory to back this up; laptop in room to send email; and have all staff involved in the project – brainstorming.