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RESEARCH AND POLICY REVIEW2.5 CHILDREN’S ROLE AND AGENCY IN HOME-SCHOOL RELATIONSHIPS22.5 CHILDREN’SROLE AND AGENCYIN HOME-SCHOOLRELATIONSHIPSThe majority of research into home-schoolrelationships and parental engagement hasnot considered children’s views, choosing tofocus instead on the relationship betweenparents and teachers 64 . However, there aresome studies that indicate that children doin fact play a very significant role in parents’engagement in their learning and are active inmediating their own transitions between homeand school. This section therefore will focuson children’s role in the nature and extent ofrelationships between home and school.Children’s role in parental involvementThe most frequent way for children to playa role in home-school relationships is as‘messengers’ between school and home,however, most parents report that theywould like to know more about children’sschool experiences than they hear fromchildren themselves. In overcoming this“crisis in communication” between childrenand parents, it is important to acknowledgethe agency of children, with guidanceemphasising that parents should try to findout what children are enthusiastic about, askopen questions and wait to be ‘invited in’ bychildren rather than demanding informationin an interrogatory fashion 65 .2864. Reynolds, J (2005). Parents’ involvement in their children’s learning and schools: How should their responsibilities relate to thoseof the state? London: National Family and Parenting Institute65. Crozier, G and Davies, J (2007). Hard to reach parents or hard to reach schools? A discussion of home-school relations, withparticular reference to Bangladeshi and Pakistani parents. British Educational Research Journal, 33,3: 295-313; Byron, T (2009).The “Oh, Nothing Much” Report: The value of after-school conversation. Coventry: Becta.nextgenerationlearning.org.uk/Global/The%20Oh%20Nothing%20Much%20report%20-%2023.03.09.pdf
In one of the few studies to explicitly focuson children’s role in parental involvement,children were seen to play a major role in theextent of their parents’ involvement in theireducation, with children taking an active orpassive attitude to facilitating either theirparents’ involvement, or ‘uninvolvement’.That is, children would either actively seekparents’ involvement or uninvolvement, orpassively ‘go along with’ parents’ involvementor uninvolvement. Children may involve theirparents in some aspects of their learning,while resisting involvement in others.Children who actively involved their parentswere usually motivated by a desire forintimacy with their parent, most oftentheir mother, rather than to improve theireducational achievement, emphasising theimportance of the parent-child relationship.Children may resent their parents’ ‘intrusion’into school matters because they feelcompetent to deal with the situation alone,they think their parents will be unable tohelp, or because they fear their parents’involvement may make matters worse.However, children’s efforts to keep home andschool separate does not imply that they valueone sphere (home or school) at the expense ofthe other – some children maintain separationwhile highly valuing both home and school 66 .Children’s personal learning agendasA study of young children showed how theyconnected their learning at home and atschool to further their own ‘personal learningagendas’ 67 . Children were able to exploit,appropriate and transform the opportunitiesfor learning presented by school and hometo make them personally meaningful. Forexample, while two children who appear to belearning the same thing, such as how to ridea bike, will learn the same skills, they mayalso appropriate this experience to their ownmore personal learning agendas. One childmight connect learning to ride a bike withlearning about freedom from the home whilefor another it might connect to competitionwith siblings.This deeper level of learning was intimatelyconnected to children’s own deep concerns;their own personal agendas informed whatthey took from the learning experience.Children in this study appropriated theirlearning experiences to explore personallysignificant issues, such as death, or how todeal with being seen as different from peers.To understand children’s personal learningagendas, teachers and parents need to listento their voices and perspectives on theirlearning experiences.CHAPTER RESEARCH TITTLE AND POLICY HERE REVIEWCHAPTER 2.5 CHILDREN’S SUB-TITTLE ROLE AND HERE AGENCY IN HOME-SCHOOL RELATIONSHIPS2 ?66. The Children 5-16 study sought to find out how children understand and influence their parents’ involvement in their education.See: Edwards, R, Alldred, P and David, M (2000). Children’s understandings of parental involvement in education. Children 5-16Research Briefing Number 11, ESRC. www.hull.ac.uk.chidren5to16programme Edwards, R and Alldred, P (2002). A typologyof parental involvement in education centring on children and young people: negotiating familialisation, institutionalisation andindividualisation. British Journal of Sociology of Education, 21,3: 435-455, and Alldred, P, David, M and Edwards, R (2002). Mindingthe gap: children and young people negotiating relations between home and school. In R Edwards (ed), Children, Home and School:Regulation, Autonomy or Connection? London and New York: Routledge, 106-12067. Maddock, M (2006). Children’s personal learning agendas at home. Cambridge Journal of Education, 36,2: 153-16929
Page 1 and 2: www.futurelab.org.ukDeveloping the
Page 3 and 4: CONTENTS1. Introduction 042. Resear
Page 5 and 6: Supporting the home-school relation
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Page 15 and 16: 2.1 POLICY CONTEXTParental engageme
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Page 25 and 26: ‘Hard to reach’ parentsParents
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Page 35 and 36: 3.1 DEVELOPING EXPECTATIONSExplicit
Page 37 and 38: Expectations of staffSchools will n
Page 39 and 40: The development and implementation
Page 41 and 42: Case Study 2: Noadswood School, Ham
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Page 45 and 46: With the growing attention paid to
Page 47 and 48: Case Study 4: Partners in Learning,
Page 49 and 50: Privacy and data securityIf digital
Page 51 and 52: Children themselves may also play a
Page 53 and 54: Case Study 6: Nottingham High Schoo
Page 55 and 56: “I’m writing a book ... I’ve
Page 57 and 58: Parents’ role in supporting child
Page 59 and 60: Case Study 8: Charlton School, Gree
Page 61 and 62: The following overarching key point
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Page 65 and 66: Ericsson, K and Larsen, G (2002).
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