What Parents and Teachers Say about Their Relationships in ECEC: A Study in Rural China

Autor/inn/en	Li, Yan; Li, Jiacheng; Devlieghere, Jochen; Vandenbroeck, Michel
Titel	What Parents and Teachers Say about Their Relationships in ECEC: A Study in Rural China
Quelle	In: European Early Childhood Education Research Journal, 28 (2020) 3, S.332-348 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2020.1755489
Schlagwörter	Parent Attitudes; Teacher Attitudes; Parent Participation; Family School Relationship; Parent Teacher Cooperation; Preschool Education; Preschool Children; Kindergarten; Rural Schools; Parent Background; Socioeconomic Status; Play; Academic Education; Child Development; Cultural Context; Role of Education; Habit Formation; Foreign Countries; China + Suchen Sie Ihr Suchwort? Elternverhalten; Lehrerverhalten; Elternmitwirkung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elternhaus; Socio-economic status; Sozioökonomischer Status; Spiel; Akademische Bildung; Kindesentwicklung; Bildungsauftrag; Ausland
Abstract	A growing body of literature refers to the potential of parental involvement (PI) as a critical educational remedy and solution for a diversity of issues in ECEC. However, the reflection of mainstream values and assumptions and the lack of attention to cultural differences in this existing body of literature has been criticized. In this article, we, therefore, conducted 15 focus groups to explore parents and teachers' perspectives on what they perceive as 'good' for children in ECEC and on the relationship between families and schools in rural China. The findings indicate that parents and teachers' consider ECEC as a long-term investment in terms of social and intellectual capital. Furthermore, the conflicts between teachers and parents in our study on learning ideas were downplayed by 'pushed-down' reforming policy, and PI was featured by including parents into the life of "youeryuan," as well as the pedagogicalization of parents. This article concludes with a discussion about the findings and the potential of building relationships of mutual exchange, connectedness and solidarity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01