The Involved, Engaged or Partnership Parents in Early Childhood Education and Care

Abstract

The parental relationship in ECEC (Early Childhood Education and Care) service forms a key factor for its quality. This relationship is also complex and problematic and can be understood in different ways. There is a lack of research about the parental relationship in ECEC compared with schools. However, some researches have revealed the importance of a functional parental relationship in ECEC but also that the relationship can challenge the professional task of the teachers. One way to understand the parental relationship is study it out of two different frameworks, a vertical or horizontal framework. The vertical framework regards the teachers as experts and with asymmetrical, involved or engagement parental relationship. The horizontal framework regards both teachers and parents as experts and with a symmetrical partnership parental relationship. This review of research has scrutinised how the parental relationship in ECEC is described based on a division into levels as parental involvement, engagement or partnership relation. All three levels were identified in the 22 articles studied, but with a slight domination of the parental partnership. Four advantages of the parental relationship have been identified, quality-indicator, empowerment of parents and teachers, impact on future student academic achievement and flexible relationship. Three problems have been identified, different roles of parents and teachers, discrimination and complex relationship. One conclusion is that the parental relationship is of great importance to the ECEC service, but that it is more realistic to consider this as a balance between vertically and horizontally-framed parental relationships in ECEC services.

The Quality of Early Childhood Curricula and Distributed Leadership in Lithuanian ECEC Institutions

“…They may have different objectives, and reaching community consensus takes work. Research [10,11] suggests that parents may be reluctant to participate in ECEC, and that teachers may be unwilling to allow parents to influence it. However, cooperation is essential [10,12], as it shapes the respective expectations of all parties regarding children's educational goals and outcomes, the work of teachers and educational support professionals, parental support at home, and the overall educational policy of the institution.…”

“…Research [10,11] suggests that parents may be reluctant to participate in ECEC, and that teachers may be unwilling to allow parents to influence it. However, cooperation is essential [10,12], as it shapes the respective expectations of all parties regarding children's educational goals and outcomes, the work of teachers and educational support professionals, parental support at home, and the overall educational policy of the institution. Thus, the quality of the early childhood curriculum can be assessed by measuring the extent to which it reflects the agreement of the whole community.…”