研究人员Mitchell et al(2006)认为，在这种背景下，一个非常普遍的误解是，在这种联系中，父母的意义是如何被认为是母亲的。在这里，有必要了解这个概念也适用于父亲(Brooks-Gunn, 2002)。这是一个有趣的观点，我相信这个观点确实试图打破在教育系统中经常出现的刻板印象。有更多时间与子女互动的妇女往往被认为是父母的主要因素，因此，在倡导父母伙伴关系时，也必须承认父亲的作用。社区的常识是，有必要让所有参与儿童生活的人，尤其是家长积极参与到儿童的教学中来(Campbell et al, 2002)。已经有许多研究分析被用来证明这些意识形态(Meade, 2012)。在儿童教育和教学中，有一个叙事主题和启发式模式是非常重要的。
Researchers Mitchell et al (2006) argue that a very common misconception in this context is that of how the meanings of parents in such associations are held to be the mothers in a more predominant way. It is imperative here to understand that the concept holds for fathers too (Brooks-Gunn, 2002). This was an interesting viewpoint observed here, and I believe that the viewpoint does attempt to break the stereotype that most times occurs in the educational system. Women having more time for interaction with their children are often considered as the parent primary, and hence in the advocacy of parent partnerships it is critical that the role of the father also be acknowledged. Common knowledge in the communities is that there is a need for all people involved in the child life especially the parent to be actively involved in teaching of the child (Campbell et al, 2002). There have been a number of research analyses that has been taken to prove these ideologies (Meade, 2012). It is important to have a narrative theme and the heuristics pattern for education and in teaching of the children.
This cannot be achieved by only the teacher being involved. There should be active participation of the parents in this scenario. To prove this notion and to understand about the dynamics of the situation, a study was conducted based on how parents’ participation influenced child education. For this, there was drawing of literature of the collective impact or case. It was found that in the case of care centres where the teachers input was 100% the learning of the children was found to be positive (Meade, 2012). In cases where the parent participation was also apparent, it become clear that for children where the parent participation was evident there was more learning that took place. It was found that the requirement of the narrative teaching was important to the student. There was more dialogue in this process, and this enabled the child to learn about the information. This leads to inherent understanding that there is a need for the parents to be actively involved in the child learning and development.