Working with Parents & Others in Early Years

Jones Russell, M. (2021) ‘Health: taking the strain’, Nursery World, July 2021, pp.32-33.
The mental health of new fathers is rarely assessed as part of ante- or postnatal care. With dads’ depression on the rise, this needs to change.

Grenier, J. (2021) ‘EYFS guidance: part 5: with respect’, Nursery World, March 2021, pp.30-31.
Parents should be supported to improve the home learning environment in a way that doesn’t patronise or put them off.

Davies, C., Tracey, L. and Grenier, J. (2020) ‘Working with parents: close to home’, Nursery World, November 2020, pp,38-39.
This year’s lockdown prompted new and unexpected forms of parental engagement at settings.

Jones Russell, M. (2020) ‘Health and nutrition: all packed’, Nursery World, 17 February-01 March 2020, pp.24-25.
How are some settings encouraging parents to improve the quality of packed lunches?

Jones Russell, M. (2020) ‘Working with parents: an essential guide to… coercive control’, Nursery World, 02-15 March 2020, pp.25-27.
What is coercive control, how does this form of domestic abuse affect young children, and what support is available to families?

Louis, S. (2020) ‘Working with parents: close to home’, Nursery World, 16-29 March 2020, pp.26-27.
How early years educators can engage with the people who are the most important and influential in young children’s lives – parents, carers and families.

Weinstein, N. (2020) ‘Working with parents: fathers’ days’, Nursery World, 02-15 March 2020, pp.28-29.
Encouraging fathers to play a more active role in life at nursery is resulting in happier children with more self-esteem.

Goddard, C. (2019) ‘Working with parents: the young ones’, Nursery World, 15-28 April 2019, pp.18-19.
How can early years settings support very young mothers and cater to their unique needs and challenges?

Rawstrone, A. (2019) ‘EYFS best practice in schools: happy families?’, Nursery World, 16-29 September 2019, pp.26-29.
Establishing effective relationships with parents is crucial to engaging them in their children’s education.

Rawstrone, A. (2017) ‘EYFS best practice: all about… families after separation’, Nursery World, 03-16 April 2017, pp.21-24.
With ‘blended families; on the increase, early years practitioners need to be in tune with the feelings of the children affected, and aware of their obligations to both parents.

Rawstrone, A. (2017) ‘EYFS best practice: all about… family breakdown’, Nursery World, 06-19 February 2017, pp.23-26.
When parents split up, practitioners can be pivotal in helping children feel secure and understand the situation. Annette Rawstrone explains what staff can do to help both children and parents.

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