Improving educational outcomes for young children living in poverty through home-school partnerships in the early years

Seagraves, Liz and Sheridan, Marion and Sime, Daniela (2009) Improving educational outcomes for young children living in poverty through home-school partnerships in the early years. In: SERA Annual Conference: Improving Education - Choices and Chances, 2009-11-26 - 2009-11-28, Perth.

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Abstract

Research indicates that there is a relationship between family social contexts, family relationships and interactions, child social and cognitive development and children’s educational outcomes. Interventions that support families in relation to parenting and supporting children’s development can have positive effects on both parents’ skills and the educational progress of their children and, in particular, initiatives directed at parents and children disadvantaged through poverty can work well. The paper reports on research funded by Save the Children. It took a case study approach based in an area of a local authority with high levels of deprivation. The aims of the research were to investigate the nature and effectiveness of the services in place to support poor families from the perspective of key service providers, early years educators, schools and, most importantly, the families. There was a particular focus on the 4 to 7 years age group, thus covering the crucial transition from preschool (or non-school) provision to primary school. The research was undertaken by interviews with service providers and education staff, focus groups/interviews with parents and activities suitable for young children. This paper focuses on services that families found useful in supporting children’s development and well-being and also identifies the key factors for successful multiagency work in tackling child poverty and supporting better educational outcomes.

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