Early Childhood Education Journal, Vol. 27, No. 1, 1999

Working with Families

Parent Partnerships: Transforming Homework intoHome-School Activities

Claudia H. Trahan1 and Dianne Lawler-Prince,2,3

Parent-school cooperation brings the strengths of thehome and the expertise of the school into a workingpartnership. Every issue, concern, and educational goalinvolves the family of the child. (Berger, 1995, p. 121)

INTRODUCTIONIn today's society schools often provide stability

and continuity for children. Although children comefrom diverse families, the majority of American familieslead very hectic, stressful lives. Parents and children sel-dom have large quantities of "quality time" to spendtogether. Homework can be a nuisance or can enablefamilies and children to learn and grow together.

When schools and families work as partners, chil-dren's learning can be enhanced. Partnerships canimprove relations between the school and the family aswell as provide families with support and services(Epstein, 1995). One such service is the assistance withhomework and home-learning activities for parents andchildren. Home-learning activities should reinforce, sup-port, and strengthen learning that has been introducedand shared at school.

Epstein's (1995) design of school/family/communi-ty partnerships include a framework of six types ofinvolvement practices: (a) Parenting, (b) Communi-cating, (c) Volunteering, (d) Learning at Home, (e)Decision Making, and, (f) Collaborating withCommunity. When partnerships are formed among theschool, family, and community, and all are involved withlearning at home, positive results occur. Students moreoften complete homework and develop positive attitudestoward schoolwork. Families learn how to support,encourage, and aid their children while learning at home.Further, families gain an understanding of each year's

1Calico Rock Elementary, Calico Rock, Arkansas.department of Elementary Education, Arkansas State University, StateUniversity, Arkansas.

3Correspondence should be directed to Dr. Dianne Lawler-Prince,Department of Elementary Education, P. O. Box 2350, Arkansas StateUniversity, State University, Arkansas 72467; e-mail: dprince®kiowa.astate.edu

instructional program and what the child is to learn ineach subject. Teachers give more consideration to thedesign of assignments to be completed at home. Theyalso come to recognize the helpfulness of all types offamilies, whether single-parent, dual-income, less for-mally educated, or others, in motivating and reinforcingstudent learning. The focus of this manuscript is learningat home: methods, collaboration, and strategies forimplementation.

HOME LEARNINGHomework has traditionally been thought of as

paper-and-pencil tasks done at home to reinforce learn-ing from the day at school. Young children need the guid-ance of an adult to complete at-home educational tasks.Parents, however, often do not see themselves as ade-quate surrogate teachers for their children. Reasons forthis may be low literacy rates, lack of knowledge of con-tent areas and child development, and the worry that theydo not know the processes of teaching that a teacherknows. Most parents are eager to help their children athome. They just do not know how to appropriately workwith them.

Young children learn best through hands-on activi-ties and through actual experiences (Bredekamp &Copple, 1997). Consequently, the paper-and-pencilhomework assignment of the past are no longer consid-ered appropriate. If children's home-learning experi-ences are to include materials and people, new types ofhomework activities must be offered by teachers. Parentsneed to be trained, or instructed, as to how to help theirchildren at home.

The implementation of home-learning activities canmeet these needs. This manuscript presents methods ofimplementing a home-learning activity program thatmeets the needs of parents and teachers, and most impor-tant, children. Also included are specific activities andstrategies and recommendations

IMPLEMENTATIONFocusing on family interests, needs, and concerns is

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66 Trahan and Lawler-Prince

important when implementing a home-learning activitiesprogram (Dodd & Brock, 1994, Swick, 1992). These canbe addressed through surveys, questionnaires, conversa-tions, conferences, and home visits (Brock & Dodd,1994).

Information concerning children's families is usedwhen creating activities and planning training programs.Brock and Dodd suggest explaining home-learning activ-ities early in the year. This could be done at an openhouse or other group parent meeting. Explanations anddemonstrations would be made. Any questions parentshad could be answered immediately.

Family workshops and training sessions are impor-tant to home-learning programs. They provide opportu-nities for teachers to model activities (Dodd & Brock,1994) and for parents to practice using strategies (Dodd& Brock, 1994; McNeill & Fowler, 1996) and activities.Role play helps make parents feel more comfortable(McNeill & Fowler, 1996). In addition, parents can giveideas and suggestions (Swick, 1992) or make requestsfor activities that meet the individual needs of their chil-dren.

Parent-teacher conferences are often used to discussan individual child's progress or parents' concerns abouthow to help their child (Dodd & Brock, 1994; Swick,1992). McNeill and Fowler (1996) suggest using the par-ent-teacher conference as a time to report any progress oradvances the child has made. During these conferencesparents and teachers can plan activities that will meetdevelopmental needs. And if needed, parents are able togain assistance on learning to do specific activities (Dodd& Brock, 1994).

Home visits provide opportunities for teachers togain and assess information about families (Brock &Dodd, 1994). Insights on family economics, educationallevels (Horn, Jones, & Millen, 1994), ethnic back-grounds, languages, and occupations (Brock & Dodd,1994) can aid the teacher when planning home-learningactivities that will be of interest to children and parents,as well as meet their needs. Home visits afford theteacher the opportunity to interact with the child. Parentscan actually see methods and strategies they can usewhen they begin working with their children (Dodd &Brock, 1994). In some cases, these visits by teachersencourage the desire in parents to attend parent meetingsor training sessions (Swick, 1992).

ACTIVITIES AND STRATEGIESIn the transformation of homework from paper-and-

pencil tasks to hands-on activities, the backpack conceptis one creative method. These backpacks are "mobile

learning centers" (Kokoski & Downing-Leffler 1995, p.37). They usually contain several activities centered on atheme or concept. Activities create a cooperative learningenvironment for the child and parents (Kokoski & Patton,1997). The backpack contains a parent letter, inventorylist, evaluation form, and directions for each of the activ-ities. Materials needed to complete the activities areincluded (Kokoski & Downing-Leffler, 1995; Kokoski &Patton, 1997).

Backpacks can be used in any discipline. Kokoskiand Patton suggest using a science or mathematics con-cept, such as rocks or shapes. They state that the otherdisciplines should be integrated into the activities.Activities such as journal writing, reading a book, graph-ing, and measurement might be included.

Cohen (1997) has developed a book backpack pro-gram. Realizing many parents are unsure of how tochoose quality books for their children, she makes avail-able books centered on a theme, author, or genre. Shechooses books based on topics of study in her classroomand the interests of the children. Each backpack includesfive to seven children's books, a response notebook, aninventory card, and a book for parents. Parents' booksdeal with developmentally appropriate practices.

Essentially using the same concept as the backpackis the take-home science kit (Gennaro & Lawrenz, 1992).This is a plastic pencil box that contains materials and anactivity booklet giving instructions for three to five activ-ities. Gennaro and Lawrenz suggest that an evaluationwas conducted of existing science curricula by teachers,district science specialists, and the investigators whowere to be involved in a study of students' and parents'attitudes toward the study of science. The curricula wereperused for the content areas that would be most con-ducive to home-learning activities. Activities such asCritter Watch, Bubble Fun, and There's a Fungus AmongUs (Gennar & Lawrenz, 1992) were developed toencourage inquiry based learning and to promoteadult-child discussions.

Another method uses "brown bags" (Smith, 1993)instead of backpacks or kits. In the brown bag are home-learning activities centered on communication skills,critical and creative thinking skills, and self-concept.These types of activities help children learn throughappropriate media and include parents in the learningprocess. Activities included using several items to createa short play and using individual articles as props for cre-ating conversation.

A different strategy for encouraging family involve-ment and home learning is the Family Lending Library(Brock & Dodd, 1994). Through a Family LendingLibrary teachers can involve parents in their children's

Home-School Activities 67

literacy development. Teachers often recommend thatparents read to their children to increase literacy. Parentsreport that they do not have quality books or magazines.Lack of knowledge of the reading process is also a con-cern. The Family Lending Library provides books andmaterials that address the reading process, the unique-ness of families, and aid in training parents to work withtheir children at home. Children's books and magazines,games and toys, and home-learning activities are avail-able for check-out. On hand are audio and video cas-settes in which teachers model methods of reading tochildren, share information on the reading/writingprocess, and supply more information a parent may haverequested. Each of these materials work towards creatingliteracy in children.

Story reading is additionally used to encourage con-versation in language-delayed children. McNeill andFowler (1996) give four recommendations to parents:praise children's talk, expand children's words, ask open-ended questions, and pause for children to initiate con-versation. They advocate training and feedback sessionsfor parents wanting to learn to become involved in sucha program. Parents are instructed in the application of thefour strategies. They are given time to practice with theirchildren, using only one strategy at the beginning. Afterseveral weeks, parents meet with teachers bringing tapedreadings. Parents are provided feedback. If one strategyhas been successfully implemented another is added.Other improvements may be seen. These may includeincreased story comprehension or increased interest inreading.

Another means of promoting literacy developmentat home is to encourage children to become independentreaders (McMackin, 1993). Through the use of cueingsystems young children use knowledge of language tounderstand the author's message. Children are taught tonot only consider visual cues, which involves soundingout letters, they are taught to consider other cues, such assemantic and syntax cues and prior knowledge and expe-riences. Parents are trained to ask questions that promotethe use of these strategies. Activities that may be helpfulin reinforcing the cueing system are reading patternbooks and reading and writing sentences.

AREAS OF CONCERNWhile the above-mentioned activities may produce

positive results and meet the needs of most children in agiven group, other considerations must be made. Onemust ask if these activities alone meet individual chil-dren's needs, and those of the family. If not what must bedone to support the child and family?

Several issues and questions that must be addressedare:

Home Language and Culture. Are all home-learn-ing activities supportive of children whose first languageis one other than that of the teacher? Do activities and/orliterature bolster differences in cultures, or are they pos-sibly offensive? Are activities offered to individual chil-dren that are designed to enhance a specific culture?

Homelessness. Do all children have homes to go toafter school? If not, where is the homeless child expect-ed to complete these home-learning activities? Is there aplace available with the appropriate atmosphere foractivities to be successfully accomplished? Will an adultor other guide be available to assist the child?

Parent Literacy. Is the parent who is most likely toaid the child with home-learning activities literate? Whatis the reading level of that parent? Is it possible that par-ent will not be able to help the child because of low ornonexistent reading and writing competencies? Are train-ing sessions offered at various times to accommodatework schedules?

Family Needs. Are all physical needs of the familybeing met? Is there adequate food, clothing, and shelter?Can we expect parents experiencing severe financial/per-sonal difficulties to be able to put these aside in order toconcentrate on their child's after-school work?

Parent Schedules. Do the parents' work schedulesinterfere with helping their children? How can parentsparticipate when needed if they work second or thirdshifts? Are flexible time frames for completion of home-learning activities allowed in order that parents and chil-dren do not feel pressured and can enjoy their timetogether?

Although only a few issues are cited in this manu-script, many more exist. It is the teacher's responsibilityto carefully examine the family backgrounds and situa-tions of each child in the classroom. Research has shownthat home-learning activities are a viable option to moretraditional types of homework. However, for home-learn-ing activities to be successful alternatives, teachers mustcontinue to focus on the individual needs and circum-stances of each child.

APPLICATIONS FOR CLASSROOMTEACHERS

Prior to putting any parent partnership activities intoplace, careful thought and consideration must occur.Goals and priorities must be determined in order toachieve positive outcomes. The following list includessome considerations for implementing home-learningactivities and strategies.

68 Trahan and Lawler-Prince

Define "Partnerships" as the Sharing ofInformation. Unless there is equal opportunity for thesharing of ideas, a partnership cannot occur. Developinga partnership must be the primary goal of the teacher forthese practices to be successful.

Set Attainable Goals for Developing Partnerships.Choose one or two areas of focus that mutually benefitthe parents and the teacher. Parental input at this point inthe process is crucial.

Keep a Home-Learning Log. This log would includeassignments returned, completed tasks, parent signa-tures, and so forth.

Survey Parents Regarding Their PerspectivesConcerning Your Home-Learning Practices. Ask forresponses from parents concerning quantity, procedures,types, parental training, and so forth.

Provide Parent Education. Plan at least three activ-ities to educate your parents and provide them the oppor-tunity to share with others.

Communicate with Parents. Communicate witheach child's parents, bimonthly, using telephone or face-to-face conferences.

Reflect and Evaluate Teacher Progress inDeveloping Partnerships with All Parents. Thinking of,reflecting on, and evaluating the strategies, activities, andpriorities that have been implemented continues thegrowth and development process of partnerships.

View Partnerships with All Parents as InvaluableInvestments. Teachers tend to view the education processsingularly. A new view is one in which the parents servein the education process as partners. "Time spent" indeveloping partnerships, including positive relationshipswith parents, must be considered an investment.Tremendous benefits will be reaped by all involved.

CONCLUSIONThe urgent public outcry to improve students' academicsuccess and reduce the dropout rate has elicited a strongresponse from many professionals and governmentorganizations. The links between home, school, andparental involvement are recognized as very important.(Berger, 1995, p. 6)

Parents are concerned about their children's educa-tion (Smith, 1993). They want to take part, to be

involved. Research indicates that parents influence theirchildren's education and that involving parents has a pos-itive influence on achievement (Dodd & Brock, 1994;Kokoski & Downing-Leffler, 1995). Parents report beingexcited about the time they spend with their children par-ticipating in home-learning activities (Kokoski & Patton,1997). They enjoy reading stories to their children(McNeill & Fowler 1996). Parents and teachers see homelearning as a way to enhance the development of contentknowledge and process skills. The aforementioned alter-natives to worksheets enable children to experience suc-cess through family involvement.

REFERENCESBerger, E. H. (1995). Parents as partners in education: Families and

schools working together (4th ed.). Columbus, OH: Merrill.Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally appro-

priate practice in early childhood programs (Rev. ed.).Washington, DC: National Association for the Education of YoungChildren.

Brock, D. R., & Dodd, E. L. (1994). A family lending library:Promoting early literacy development. Young Children, 49(3), 16-21.

Cohen, L. E. (1997). How I developed my kindergarten book backpackprogram. Young Children, 52(2), 69-71.

Dodd, E. L., & Brock, D. R. (1994). Building partnerships with fami-lies through home learning activities. Dimensions of EarlyChildhood, 22(2), 37-38,46.

Epstein, J. L. (1995). School/family/community partnerships: Caringfor the children we share. Phi Delta Kappan, 76, 701-712.

Gennaro, E., & Lawrenz, F. (1992). The effectiveness of take-home sci-ence kits at the elementary level. Journal of Research in ScienceTeaching. 29, 985-994.

Horn, E., Jones, H., & Millen, C. (1994). Teachers' perspectives ofhome visits. Dimensions of Early Childhood. 22(2), 39.

Kokoski, T. M., & Downing-Leffler, N. (1995). Boosting your scienceand math programs in early childhood education: Making thehome-school connection. Young Children, 50(5), 35-39.

Kokoski, T. M., & Patton, M. M. (1997). Beyond homework: Scienceand mathematics backpacks. Dimensions of Early Childhood,25(2), 11-16.

McMackin, M. C. (1993). The parent's role in literacy development:Fostering reading strategies at home. Childhood Education, 69(3), 142-146.

McNeill, J. H., & Fowler, S. A. (1996). Using story reading to encour-age children's conversations. Teaching Exceptional Children,2S(4), 43-47.

Smith, C. K. (1993). Parents and teachers in partnership: Project step-up educational opportunities for children and families. GiftedChild Today, 16(6), 16-19.

Swick, K. J. (1992). Integrating math and computer learning through anearly childhood school-home approach. Journal of Rural andSmall Schools, 5(2), 9-17.