Building Parents' Understandings of Quality Early Childhood Education and Care and Early Learning and Development: Changing Constructions to Change Conversations

Autor/inn/en	Fenech, Marianne; Salamon, Andi; Stratigos, Tina
Titel	Building Parents' Understandings of Quality Early Childhood Education and Care and Early Learning and Development: Changing Constructions to Change Conversations
Quelle	In: European Early Childhood Education Research Journal, 27 (2019) 5, S.706-721 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fenech, Marianne) ORCID (Salamon, Andi) ORCID (Stratigos, Tina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2019.1651972
Schlagwörter	Foreign Countries; Parent Participation; Parent School Relationship; Educational Quality; Early Childhood Education; Advocacy; Child Care; School Choice; Parent Attitudes; Child Care Centers; Administrator Attitudes; Information Dissemination; Parent Education; Australia + Suchen Sie Ihr Suchwort? Ausland; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Quality of education; Bildungsqualität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Sozialanwaltschaft; Kinderfürsorge; Kinderbetreuung; Choice of school; Schulwahl; Elternverhalten; Child care facilities; Child care services; Kinderzentrum; Informationsverbreitung; Parents education; Elternbildung; Elternschule; Australien
Abstract	Educator-parent partnerships have long been constructed in a discourse of improving outcomes for children. Notwithstanding the value of parent engagement for children's learning, development and wellbeing, this paper calls for a broader construction. In the context of marketised provisioning in which parents generally operate as uninformed consumers, the paper proposes a positioning of parent engagement that builds parents' understandings about quality ECEC and early learning and development, and which operates from a strengths-based platform. Findings from an Australian study that explored such a positioning from the perspective of five centre directors highlight the challenges involved, with participants exercising different degrees of intentionality. Those who actively sought to build parents' understandings demonstrated a professionalism that viewed parents from a strengths-based perspective, and strategically used time with parents and educators to undertake this work as part of their daily practice. In contrast, the less intentional participants appeared to comply with a marketised framing of parents as consumers, whose real or perceived needs took priority. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01