Parents as partners

Child-centered educational and supportive programs are based on the idea that parents are the first and most important teachers of their children. Kindergarten teachers respect how a child is brought up at home and take into account the interests of the children and their parents.

The parents’ interests and priorities are a starting point for the theory and practice of modern educational methods applied to preschool children, especially children with SEN. These children’s parents create intensive relationships with the teachers and become partners with the school when recommending child-centered education and upbringing (Daniels and Stafford, 2006).

Understanding families’ individual needs

Families are responsible for children with SEN or “differences” for their whole lives. One of the most important tasks of a teacher is to help such families believe they have enough strength and resources to successfully manage any issues. The needs, resources, but also priorities of individual families can be vastly different. Some families require more, some less support, there is therefore no single model of success.

Some “differences” in children are only identified on entering kindergarten and an early intervention can help the child, because the development of their abilities has just begun. Habits acquired at a later age can be very difficult to change.

Programs for education and upbringing may influence parent behavior as well as children’s expectations of results. Parents are seeking information and practical methods to teach their children important skills or to manage the child’s behavior. Teachers can demonstrate such methods to parents in the classroom, during a home visit or parent-teacher meetings.