Effects of Collaborative Partnership with Young Children and Their Families Collaborative partnership with young children and their families has specific effects.

First, these collaborations facilitate a retrospective approach which alters the learning setting.
This is as a result of on the views of the parents and their children. Collaborative partnerships
with children and their parents also have effects on the relationship among the parents, teachers,
and children. This collaboration basically boosts the learning and the children’s performance
(Gunn et al., 2004). Collaborative partnership has also effects on the literacy abilities of the
children. This partnership improves the literacy abilities which are the main goal of early
childhood education. Basically, it can be concluded that collaborative partnerships have positive
effects on the performance of a child’s life.

Principles

Inclusion
In inclusion, communication is intended to be made accessible to everyone in a bid to
promote understanding and collaboration between different stakeholders in the learning field. In
addition inclusion targets at enhancing the meaning of information given to different people
since different people have different understanding levels (Bradley & Kibera, 2006). It is also
intended to highlight the needs which must be put into consideration when conveying
information. Inclusion involves people with learning disability, dementia, the deaf, the blind,
people with dual sensory impairment, neurological illness, autistic spectrum disorders stroke,
cancer, head or brain injury, visual impairment, as well as those who have aphasia, autism, motor
neurone, cerebral palsy, and mental illness.

Immigrant Parents
There is great challenge in how schools are responding to educational need for
immigrants’ parents nowadays. If inclusion is not achieved, then it would be impossible to
achieve the collaboration partnership required in the learning environment (Patel & Agbenyega,
2013). More than twenty six percent of the children get their education in foreign countries. This
means that there is need to device methods that will ensure that this is achieved. One of the
major challenges that have been faced is implementing political dividends over immigration.
Several cases of rising racism and hate in schools between foreign parents and teachers are not
new. When these cases are not checked into, collaboration between the parent and teachers will
not be possible which will affect the overall learning performance of the children (Gunn et al.,
2004). Furthermore, children will feel more isolated and will not be possible to gain the required
skills and abilities required during early childhood education.
Gender Inequality
Gender equality is a key driver if successful transition and inclusion has to be achieved.
This includes transition across human beliefs, regions, and economic conditions. In the modern
era, both men and women should play equal roles in collaborated partnership. However, this
objective has not been fully met in many societies which means women are not given equal
chances as their male counterparts to contribute to matters concerning their children. When this
chance is denied, collaboration between the parents, teachers and young children become limited
(Duncan et al., 2012). As already denoted, collaboration among the three parties is important as
it helps in enhancing a child’s learning experience. This means the learning experience will not
be enjoyable to the children and therefore might lead to poor skills and ability enhancement as
well as poor mental growth to the children.

Effective Communication
The effectiveness of communication is measured by the objective achievement it has in
conveyed information. Creating a clear channel of communication without barriers is one of the
essentials of any communication process. Information must flow from the sender to the receiver
effectively without any disruptions. In this context, effective communication must ensure the
children are in constant communication with other parties and that vital information flows from
the parent to the teachers (Clarkin-Phillips, 2012). Therefore communication that is intended for
effective collaboration partnerships is achieved if there are no barriers. The information
conveyed should be clear and complete. In addition to these, communication intended for
collaborative partnership should be consistent with policies, programs and objectives of the
partnerships. When it comes to effective communication in collaborative partnerships, the urge
to establish a systematic approach that deals with the any barrier is critical.
The use of channels of communication that are efficient and