Nurturing Parent Partnerships in Preschool Classrooms

A child’s first experiences in school impact both the child and the parent (Hannon & O’Donnell, 2022). Starting school can have emotional significance to a parent as it signifies the first steps of independence for their child. It is the beginning of a new developmental chapter that may be fraught with anticipation, hope, and anxiety. These emotions may have their genesis in the parents’ own experiences going through school (Bolt, 2020). The first school experience is powerful as it is the beginning of the educational pathway for that student and can set the pattern of future expectations and experiences (Zulauf-McCurdy et al., 2024). For the teacher, laying the foundation for a child’s success can be strongly supported with fostering strong relationships with the parents (Hannon & O’Donnell, 2022). Research has shown that when educators and parents work together, they create a consistent support system which enhances a child’s educational, social, and emotional growth (Bolt, 2020).

I clearly remember the first day of school for each of my own children. Even though I was an elementary teacher, I was surprised by how nervous I felt as they stepped into their own classrooms for the first time. While I knew how to plan and instruct children in those first days of school, I felt unprepared for my new role as the parent of a preschooler. Many questions went through my head those first days. First and foremost, I wanted my sons to have positive experiences in the classroom and on the playground. I also wanted their teachers to know that I was a supportive parent and wanted to be involved. While I had visions of helping with arts and crafts, field trips, or other classroom activities, I really didn’t know what to expect.

The preschool teacher has a unique opportunity to play a fundamental role in establishing a mutually supportive and beneficial relationship between the parent and the school (Hannon & O’Donnell, 2020). This does not need to be a daunting task; however, some thought and preparation should be a part of the process to ensure that everything moves forward in a positive manner.  Putting forth some purposeful planning at the beginning will truly make the difference for the child, the parent, and the teacher (Durack, 2022).

Although research on parent connections in preschool settings is limited (Bolt, 2020; Hannon & O’Donnell, 2022; Zulauf-McCurdy et al., 2024), several consistent key elements have emerged across the studies that can inform preschool educators as they develop parent relationships.

Communication

Numerous studies have referenced communication as a key element supporting the development of strong teacher/parent relationships. Beginning that relationship in a positive manner involves connecting with parents prior to when a concern develops (Hannon & O’Donnell, 2022). Consistent communication can foster a sense of trust with parents which will support the growth of their partnership with the school (Zulauf-McCurdy et al., 2024). Each teacher will need to determine the most effective way to communicate with their families.  Here are a few ways I have seen preschool teachers connect with the parents in their classrooms:

1. Newsletters – These are still an effective tool and can be sent home in the children’s backpacks on a weekly basis, or other established schedule.
2. School website – Parents can access the website at any time. It is imperative for the teacher to keep the website correctly updated and check to make certain that all parents have the ability to access the internet.
3. On-line eportfolios- This is a collaborative way to connect with parents and share insights on their child’s progress.
4. Phone calls- This is a wonderful way to introduce yourself to the parent(s) and share a fun fact about their child from the day. This establishes support and trust in the relationships you’re building as it indicates you care about their child.
5. Parent Information Nights – Typically, this is referred to as “Back to School Night,” however, this is another way to inform parents of what to expect and how to be involved in their child’s education.

Parent Involvement

Parents who participate in school activities are more likely to engage in learning activities at home (Bolt, 2020). Learn who your parents are and what constraints they may have in participation in school activities (Durack, 2022.) Be aware of language barriers (Durack, 2022) and check with other teachers to see if someone is available to translate any needed communication. Not all parents will be able to participate in the same way or during school hours. Try to provide opportunities, outside of the school day, for the parents to volunteer and connect with your classroom. Sending out an interest survey at the beginning of the year should provide you with some ideas.

The following list includes a variety of opportunities that I have had presented to me from my sons’ teachers for volunteering in their classrooms:

1. Prep classroom projects.
2. Plan special events. Parents can help with all aspects of holiday activities.
3. Plan and/or support fundraisers.
4. Have parents help with a class garden.
5. Parents can help with classroom organization including bulletin boards and displaying student work.
6. Make costumes, props, backgrounds for a class performance.
7. Parents can come to school and share photos and stories from their culture to the students.
8. Parents can assist with a field trip.

Create a Welcoming Environment

Parents are most likely to volunteer in the classroom if they feel welcomed (Bolt, 2020).  Do not expect parents to know what you want them to do once they enter your classroom. The teachers who made me feel the most welcome treated me like a guest in their home and they had clear instructions for me to follow.

Here are tips from some of the classrooms where I volunteered:

1. Greet parents warmly when they arrive.
2. Provide a space for the parent to deposit their belongings (coat, purse, phone, keys, etc.)
3. If possible, make certain that all the children’s work is displayed in the classroom so that every parent sees what their own child has contributed.
4. Do not overschedule too many volunteers at once. If the parent feels that he/she isn’t needed, they won’t come back.
5. If parents are working on a project for you at home, establish a set time for them to return those items. At this time, you can appropriately thank the parent for their support.
6. If a parent is not proficient in English, make certain to have directions translated. If possible, have someone available to translate for that parent.

Relationships Create Greater Trust, Reduce Conflict, and Support Student Growth

The partnerships that are established between the preschool teacher and the parents are supportive in a foundational way to the child’s early journey in education. This is important not only for the child’s academic development, but also for home-school connections that are fostered for meaningful relationships during the child’s educational years. Creating a community where parents and teachers feel informed, valued, and included is very important and can be created with thoughtful planning (Zulauf-McCurdy et al., 2024). When teachers practice effective communication skills, make themselves aware of cultural norms, and promote a team mind-set where the school and home are partners, they set the stage for a successful educational journey (Durack, 2022). By taking the time to nurture these connections, preschool teachers do more than teach; they build a bridge between the home and school which honors a shared goal of helping the child thrive. Providing a safe and caring environment for children and parents should be the top priority for every preschool educator.

References

Bolt, R. (2020). Navigating the process of building parent–teacher partnerships: Experiences of early childhood preservice teachers. Journal of Childhood, Education & Society, 1(2), 167–181. https://doi.org/10.37291/2717638X.20201238

Bartolome, M. T., Mamat, N., & Masnan, A. H. (2020). Exploring kindergarten teachers’ perspectives in parental involvement in the Philippines. Southeast Asia Early Childhood Journal, 9(1), 44–58. http://ejournal.upsi.edu.my/index.php/SAECJ

Durack, A. A. (2022). Creating effective parent-teacher partnerships to positively impact student reading (Culminating experience project No. 190). Grand Valley State University. https://scholarworks.gvsu.edu/gradprojects/190

Hannon, L., & O’Donnell, G. M. (2022). Teachers, parents, and family school partnerships: Emotions, experiences, and advocacy. Journal of Education for Teaching, 48(2), 241–255. https://doi.org/10.1080/02607476.2021.1989981

Zulauf-McCurdy, C. A., McManus, M. S., Golez, M., & Fettig, A. (2024). A systematic review of interventions to promote parent-teacher relationships in early care and education: Exploring the social process between parents and teachers. SAGE Open, 14(4). https://doi.org/10.1177/21582440241288114

Dr. Teresa Hess is a Professor of Education and the Director of Student Teaching at Concordia University Irvine. She teaches credential courses for both elementary and special education credential candidates and administrates the student teaching program for Multiple Subject, Single Subject, and EDSP student teachers. Dr. Hess is passionate about providing credential candidates with positive and meaningful experiences during their clinical practice hours. Mentoring student teachers is a key component of her service at Concordia.

Dr. Hess holds a Ph.D. in Education, with an emphasis in Disability Studies, from Chapman University in Orange California, a Master of Science Degree from California Lutheran University in Thousand Oaks, California, and received her Bachelor of Arts in Liberal Studies from Loyola Marymount University in Los Angeles, California. In addition to her work at the university level, Dr. Hess has over 30 years of elementary teaching experience in both general and special education classrooms in Southern California.