Findings

The interaction between the child and parent viewing ‘learning links’ on the website together at home prompted a discussion that helped consolidate children’s learning. This was evident from both parents in the form they were asked to submit after they had engaged in the experience. The information shared linked with the learning that we observed within the setting. Parent A shared that their child was able to demonstrate skills at home relating to their experience in nursery and took a lead role in the task. Having the ‘family link’ bag with the necessary resources allowed them to share the experience at home timeously. Parent B shared that their child was able to take the ‘family link’ bag to their grandparent’s home where they learned from each other, sharing the experience together. Child A’s observation from home led their developing interest in another zone within the setting. Practitioner A facilitated this by providing provocations to support and extend it. The social zone on our ‘learning links’ was populated with the children’s learning, photographs, and video of them baking bread. ‘Family links’ included a bread recipe and a bag containing all the ingredients. Following Child A’s interest in bread making the next chapter of their learning story was documented based on the observations captured at home and in the setting.

Child B took their initial interest of ‘making soup’ in the home corner and the observation captured from home in a different direction. Imagination and creativity skills were evident. Capturing Child B’s voice and thoughts, their planning, designing, and creative interest was apparent. The creative zone on the website was uploaded to share the ideas and depth of thinking that children visualise as ‘artists’. Our setting has five learning zones, each connected to ‘learning links’ on the website. It explains what learning has been happening in nursery and provides suggestions of ‘family links’ that could be explored at home to extend the children’s interest. They have been populated one at a time as Child A and B’s interests have developed. We have seen that for Child A and B the continuity of learning across both environments has created a greater depth to their learning. The engagement of families has supported this. Both families have stated that ‘learning links’ is easy to navigate and sharing it with the children is creating deeper discussion about what children have been experiencing at nursery. Providing the resources ensures all barriers are removed. The virtual connection allows them to connect at times convenient to them as a family. Both Practitioner A and B, keyworker to Child A and B respectively, found that the depth of learning captured through the documentation of learning has increased. The dialogue they have with the parents is more frequent and focused on the children’s individual learning. The parents have initiated discussions more readily about the children’s interests out with the setting. Parents now realise the importance to children’s learning, confidence and understanding when continuity of learning is connected.

Conclusion

My approach to engaging parents in their children’s learning and the interconnectedness of home and setting has been developed through our website ‘learning links’. All families have equal access to supporting their children’s learning. Families connect more readily with the learning happening across the setting and use the resources available, including the wider community, to extend projects at home. Family’s involvement and engagement can be evidenced through children’s learning stories as making a positive difference to the depth of children’s interests. Measuring the impact unity and connectedness has on children’s achievements is the next stage of our research journey.