Working with Others: An Investigation of Early Childhood Education and Care Centre Relationships with External Organisations

Autor/inn/en	Alderson, Joanne; Kenny, Donna; Fisher, Rick
Titel	Working with Others: An Investigation of Early Childhood Education and Care Centre Relationships with External Organisations
Quelle	In: Early Childhood Folio, 25 (2021) 1, S.26-31 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0112-0530
Schlagwörter	Foreign Countries; Early Childhood Education; Child Care Centers; Agency Cooperation; Social Services; Health Services; Cultural Centers; Participative Decision Making; Information Dissemination; Financial Support; Holistic Approach; Child Welfare; Churches; Barriers; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Social service; Soziale Dienstleistung; Soziale Dienste; Health service; Gesundheitsdienst; Gesundheitswesen; Cultural center; Cultural centre; Cultural centres; Kulturzentrum; Informationsverbreitung; Finanzielle Förderung; Holistischer Ansatz; Kindeswohl; Church; Kirche; Neuseeland
Abstract	This article reports on research conducted in New Zealand that deals with early childhood education (ECE) centre working relationships with external organisations, including agencies, social services, and other education providers. The goal of the research was to identify the types of current collaboration, the nature of these relationships, and benefits that are being derived from them. A total of 79 online surveys, supplemented by follow-up interviews, confirmed that ECE centres presently work collaboratively with several external organisations. They include educational providers, social service agencies, health services, and cultural support organisations. However, the nature of these relationships is largely compartmentalised and ad hoc, resulting in the potential for incomplete information sharing, and a lack of consistent, integrated decision making. Truly transformative partnering relationships remain a largely aspirational goal in ECE education. Key impediments include time for relationship building, and insufficient funding. Recommendations for improvement are offered, which are likely to be consistent with the goals of the Ministry of Education's "Early Learning Action Plan 2019-2029." (As Provided).
Anmerkungen	New Zealand Council for Educational Research. Level 10, 178-182 Willis Street, Wellington, New Zealand 6011. Tel: +64 4 802 1445; e-mail: subscriptions@nzcer.org.nz; Web site: https://www.nzcer.org.nz/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01