Lifelong Learning Programme

This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Cooperation with families and caregivers


Table of Contents
3.3 How to engage families and caregivers in didactic experiences
3.3.2 Empowering and training families and caregivers

Teachers have identified two main educational needs in the intercultural area: one is more general and theoretical concerning the intercultural dialogue, the other one is more specific and it concerns educational activities. Training of families is the key factor for the integration because it allows families to become autonomous.

The following Code of Conduct is taken from  The Code of Professional Conduct for Teachers and Codes of Ethics for Educators, according to this document  a teacher should:

  • communicate effectively with pupils/students, colleagues, parents, school management and others in the school community in a  professional, collaborative and supportive way, communication should be based on trust and respect;
  • identify  and respect   the uniqueness, individuality and specific needs of pupils/ students and promote their holistic development
  • be caring, fair and committed to the best interests of the pupils/students entrusted to their care, and seek to motivate, inspire and celebrate effort and success;
  • be committed to equality and inclusion and to respecting and accommodating diversity including those differences arising from gender, civil status, family status, sexual orientation, religion, age, disability, race, ethnicity, membership of the Traveller community and socio-economic status, and any further grounds as may be referenced in equality legislation in the future
  • seek to develop positive relationships with pupils/students, colleagues, parents, school management and others in the school community, that are characterised by professional integrity and judgement
  • develop teaching, learning and assessment strategies that support differentiated learning in a way that respects the dignity of all pupils/ students
  • Communicate with parents/guardians in a timely and respectful manner that represents the students’ best interests;
  • Seek to understand students’ educational, academic, personal and social needs as well as students’ values, beliefs, and cultural background. 

 

This project has been funded with support from the European Commission. This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

The TIK - Tradition & Innovation @ Kindergarten project © 2018