Parental Involvement in ECEC in Finland and in Sweden

Preschool and home partnerships in Sweden, what do the children say?

“…The first category identifies research concerned with cognitive outcomes, considering primarily the critical factors affecting children's educational outcomes across the world which include families socio-economic and cultural status (Harju-Luukkainen et al, 2018;Yamamoto & Holloway, 2010), parental involvement in their child's education (Christenson, 2004;Fantuzzo, Tighe, & Childs, 2000) and the type of expectations that families have (Siraj-Blatchford, 2010). (As cited in Uusimäki, Yngvesson, Garvis, & Harju-Luukkainen, 2019) This indicates that during the twentieth century, factors such as socio-economic background is considered one of the primary variables when discussing student performance (Uusimäki et al, 2019) and that together with academic, dogmatic and sterile variables, as well as social status indicators (Uusimäki et al, 2019;Yang, 2003), this research dominates the existing literature. The second category, which is concerned primarily with how ECEC research findings should be translated into policy and practice, also possess a strong position within the debate, further highlighting the absence of the child's voice.…”

“…The second category, which is concerned primarily with how ECEC research findings should be translated into policy and practice, also possess a strong position within the debate, further highlighting the absence of the child's voice. According to Uusimäki et al (2019), Sirin (2005) comprised 58 articles between the years 1990 and 2000 in order to execute a meta-analytical literature review on the topic of ECEC, further strengthening the relevance of socio-economic status on student performance (Battle & Lewis, 2002;Engin-Demir, 2009;Okpala, Okpala, & Smith, 2001;Yang, 2003) and excluding the child perspective in the academic debate. Positive parental involvement has however been identified as a significant factor in influencing both academic and social development and outcomes for young children (El Nokali, Bachman, & Votruba-Drzal, 2010;Flouri, 2006;Gilleece, 2015;Hill et al, 2004;Hoover-Dempsey & Sandler, 1995;Sheldon 2007;Sibley & Dearing, 2014) furthermore influencing policy makers and teachers across the globe.…”