How is the child positioned within parent-practitioner working?

This study explores how the child is positioned within the process of parent-practitioner collaborative working and how their voice is heard within this relationship. It considers how the child's perspective can be gained when practitioners are engaging with parents on issues relating to the child's own development and future outcomes. Research studies have previously affirmed the value of parent-practitioner collaborative working to support the child's learning and future outcomes (Desforges and Abouchaar, 2003, Goodall et al., 2011, Taggart et al., 2015). However, though collaborative working aims to support the child's learning and development, there is less focus in the research literature on the child's own contribution to the collaborative process and how that might enhance their outcomes. The study draws on a rights-based perspective, which asserts respectful listening to children's views and their participation in decisions that are taken that affect themselves (Punch, 2002). The study uses a qualitative approach to gain practitioners' perspectives through focus groups on how children are positioned in each of their settings' collaborative work with parents. Ethical procedures were followed in the study, practitioners were briefed on informed consent, their right to withdraw and confidentiality of data (BERA, 2011). Initial analysis of the data indicates that practitioners demonstrated respect for children's views, though there was variation in their opportunity to participate in the process of collaborative working. The paper questions how children's genuine participation in collaborative working can be supported and considers how the impact of their participation in this process can effectively be evaluated.

Conference theme: Happiness, Relationships, Emotion & Deep Level Learning