To establish partnerships with families, connections need to be made, i mation exchanged and links developed in a way that values and resp the contributions of the children, their family and the setting. To realize benefits of shared working, parents and practitioners need to have a sh sense of what is meant by the term partnership. A common understandi vital and it cannot be assumed that all stakeholders share the same view. K (2002) highlights this by presenting two perspectives on the relation between home and school. One sees an effective separation of roles functions between home and school, but with each having a mutual res for the other. The other perspective positions early years settings as part extended family, with a clear link between the home and setting