Staff-Parent Relations and Parental Involvement

Abstract

Increasing importance has been attached in recent years to the active involvement of parents in organised pre-school provision for their children, especially in compensatory intervention programmes aimed at narrowing developmental gaps between ‘disadvantaged’ children and their more privileged peers (Bronfenbrenner, 1974; Little and Smith, 1971; Midwinter, 1974). Research evidence from such programmes, both here and in the United States has indicated a relatively high degree of success emanating from projects in which parental involvement has played an integral part.