Maternal perceptions of aspects of learning partnerships

Parent-educator partnerships that help foster children’s wellbeing are increasingly emphasised in education policy, and are particularly valued by Māori, Pacific peoples, and parents of learners with extra needs. In this study researchers from the New Zealand Council for Educational Research analysed data from a Growing Up in New Zealand cohort of over 5,000 mothers. They used mother’s data from when their child was in their final months at an early learning service (ELS) at age 54 months, and again after their first year at school (at age 72 months). The resulting analysis presents a picture of maternal views of some aspects of parent-educator partnerships in Aotearoa New Zealand.

Findings

• Maternal views, reflecting experiences of a large number of ELS and schools, were generally positive: 79% of mothers were very satisfied or satisfied with their ELS effect on their child’s development of cultural awareness and/or belonging, and 92% were very satisfied or satisfied with the communication between them and their child’s ELS.
• Most mothers were positive about their child’s school in terms of feeling welcomed and supported, and experiencing good communication. However, three aspects stood out with lower levels of maternal positivity about their child’s school:
  • whether their child’s teacher is interested in getting to know a mother;
  • whether they pay attention to a mother’s suggestions; and
  • satisfaction with the school’s response to their child’s cultural needs.
• Being secure in their cultural identity, taking part in cultural activities, engaging with their child’s learning, encouraging their child, or having authoritarian parenting values, were evident for mothers who were more positive about their experiences of ELS and schools.
• Mothers of Māori children who were secure in their own cultural identity, however, were less satisfied than others with ELS’ effect on their child’s development of cultural awareness and/or belonging.
• Mothers of Asian children, mothers who mainly spoke a language other than English at home, and those who found paid work interfered with home life were less positive about their experiences of these aspects of maternal-educator partnerships.

The researchers say the study points to value in working to improve maternal experiences of their parent–educator partnerships, particularly with parents from Asian communities, those who mainly speak a language other than English at home, and those whose work interferes with family life.

They note a need for ongoing policy emphasis on supporting educational services to provide more culturally responsive learning and to develop more meaningful partnerships with whānau Māori.  The researchers also suggest it would be useful to engage with ELS and schools that show good learning partnerships with parents and whānau, to share what they have found effective with other ELS and schools, and their communities.