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Akuna Primary School has an extensive and flourishing community garden. Produce from the garden is sold by families and teachers at the local farmers market. Many families volunteer to help maintain the garden (which can be done at any time convenient to each family) and run the market stall (which takes place on a Saturday morning). Based on family interest in the garden and market stall, teachers arranged a talk by a prominent permaculture expert, in the hope that this would increase families knowledge of gardening and produce. The talk was held on a Tuesday evening at 7pm. Only 5 families attended the talk. Teachers were disappointed with the attendance and couldnt understand why families were not as interested in the talk as they were in the community garden.Questions:In what ways has the education setting recognised and valued the family contexts when planning the garden/market stall and the permaculture talk?Why are the garden and market stall so popular with families, yet few families attended the evening talk? Reflect on the contextual issues of partnerships. Here are some prompts to guide your discussion:Consider how teachers could have increased the families engagement in relation to building knowledge about gardening and produce.Consider whether teachers have overlooked families contexts and what changes you could implement to cater for the diverse families in the setting.Identify two components that make for good partnerships and discuss how these could be used by teachers in ECEC settings / schools, to improve family engagement within their learning communities.
