Parent Partnership and "Quality" Early Years Services: Practitioners' Perspectives

Autor/inn/en	Cottle, Michelle; Alexander, Elise
Titel	Parent Partnership and "Quality" Early Years Services: Practitioners' Perspectives
Quelle	In: European Early Childhood Education Research Journal, 22 (2014) 5, S.637-659 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2013.788314
Schlagwörter	Partnerships in Education; Parent School Relationship; Educational Quality; Educational Practices; Educational History; Politics of Education; Interviews; Focus Groups; Preschool Teachers; Teacher Role; Teacher Attitudes; Educational Policy; Debate; Success; Institutional Characteristics; Context Effect; Organizational Culture; Quality Assurance; Foreign Countries; Observation; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Quality of education; Bildungsqualität; Bildungspraxis; History of education; Bildungsgeschichte; Educational policy; Bildungspolitik; Interviewing; Interviewtechnik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerrolle; Lehrerverhalten; Politics of education; Debating; Streitgespräch; Erfolg; Unternehmenskultur; Qualitätssicherung; Ausland; Beobachtung; Großbritannien
Abstract	This article begins by outlining the historical and political context of "parent partnership" within the UK. It locates the perspectives of early years' practitioners within this context, drawing on data from an Economic and Social Research Council (ESRC)-funded study of eighteen English early years settings, including interviews and focus groups with 165 practitioners in a variety of roles. The findings reveal that, although all practitioners considered parent partnership to be an essential element in quality early years services, the partnerships themselves were understood and enacted in very different ways. Practitioners appear to be influenced by dominant policy discourses as well as their personal and professional histories and their perceptions of the purposes and priorities of their setting. In discussing the nature of 'parent partnership', we focus on tensions inherent in English policy discourses, reflecting on the previous Labour government policy as well as changes introduced by the current Coalition government. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10