this outlines the importance of parent teacher partnerships drawing of the theorist Bronfernbrenner

2.  The primary theory guiding family–school partnership is Bronfenbrenner’s
(1986) ecological-systems theory that argues that a child influences
and is influenced by NESTED SYSTEMS of human ecology (Bronfenbrenner,
U. 1994).
Microsystem –
immediate
environments
Mesosystem-
composed of
microsystems Exosystem- linkages
between two or more
settings that effect
child indirectly
Macrosystem-child’s
cultural patterns and
values,

3.  As discussed microsystem refers to the child's immediate environments
such as home, school. Their relationships with parents, teachers, tutors,
friends that all have some type of influence on the learner.
 The mesosystem is the interaction of the microsystems of the learner. And is
the main reason for the importance of parent teacher partnerships that are
conducive and supportive for the growth of the learner.
 Without the learner school and family would be two circles that never touch
E.g.. How a learner is
treated at home influences
his behaviour and effects
the growth of the child
family
school

4.  But with the learner these two circles would touch because it is
part of two important systems that influences the learners
academics, relationships and overall wellness.
 If a child’s parents are actively involved in the educational
experiences of their child, liaise with teachers to improve
through open and honest communication, then the child’s development is
affected positively through harmony and like-mindedness
(Psychology Notes HQ,2013) in a inclusive
environment where teachers teach diverse learners who may
have barriers to learning building a good relationship with
parents/caregivers is a integral part of supporting learners.

5.  Another concept Bronfenbrenner discusses is Disequilibrium
 This can be caused when teachers and parents are constantly unsure of the
other system i.e. teacher punishes the learner because they where absent but
the learner maybe had a serious epilepsy attack and had to recover and
parents didn’t inform the teacher.
 The disequilibrium in in the systems will impact negatively on
the child- he may feel discouraged, have negative outlook on his sickness
because it results in him getting into trouble…

6.  A positive interactive relationship in the mesosystem of a learner results in:
1. Higher rates of satisfaction with behavioural interventions when the
method of intervention promotes parent–teacher partnership(Garbacz et al.,
2008)
2. Better trust of the teacher and the parent because there is open
communication that actively includes the parent in the education of their
child- that give the parent confidence in the teacher and thus they will be
open to finding ways to not only support their childs progress but to
enable the teacher to do the same from a perspective of a ‘caring
professional (Fan, X., & Chen, M. 2001).
3. Cohesion and creates a functional system learners are allowed to grow And
flourish in

7.  Garbacz, S. A., Woods, K. E., Swanger-Gagné, M. S., Taylor, A. M., Black, K.
A., & Sheridan, S. M. (2008). The effectiveness of a partnership-centered
approach in conjoint behavioral consultation. School Psychology Quarterly,
23, 313–326.
 Fan, X., & Chen, M. (2001). Parental involvement and students’ academic
achievement: A meta-analysis. Educational Psychology Review, 13, 1–2
 Bronfenbrenner, U. (1994). Ecological models of human development.
International encyclopedia of education, 3(2), 37-43.