Early Childcare as Arenas of Inclusion: The Contribution of Staff to Recognising Parents with Refugee Backgrounds as Significant Stakeholders

Autor/in	Grethe Sønsthagen, Anne
Titel	Early Childcare as Arenas of Inclusion: The Contribution of Staff to Recognising Parents with Refugee Backgrounds as Significant Stakeholders
Quelle	In: European Early Childhood Education Research Journal, 28 (2020) 3, S.304-318 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2020.1755486
Schlagwörter	Foreign Countries; Parent Teacher Cooperation; Parent Role; Refugees; Early Childhood Teachers; Teacher Responsibility; Early Childhood Education; Parent Background; Parent Attitudes; Teacher Attitudes; Power Structure; Interaction; Stakeholders; Norwegian; Interpersonal Competence; Language Proficiency; Cultural Differences; Minority Groups; Parenting Styles; Norway + Suchen Sie Ihr Suchwort? Ausland; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Parental role; Elternrolle; Flüchtling; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Lehrverpflichtung; Education; Elternhaus; Elternverhalten; Lehrerverhalten; Interaktion; Norwegisch; Interpersonale Kompetenz; Language skill; Language skills; Sprachkompetenz; Kultureller Unterschied; Ethnische Minderheit; Norwegen
Abstract	According to the Norwegian Kindergarten Act, educational staff should work in cooperation and understanding with the guardians of a child. In this article, it is argued that staff must ensure sufficient quality of interactions with all parents, provide them with satisfactory information, and facilitate parental participation, in order for children to have a safe educational environment. This study explores the ways in which early childcare staff could recognise parents with refugee backgrounds as significant stakeholders. The study has followed two early childcare institutions through several data collection methods. Eight staff members and the management has participated. Additionally, parents with refugee backgrounds have been interviewed. The analysis demonstrated that in order for staff to sufficiently recognise the parents with refugee backgrounds, the parents had to interact in the confines of the majority's discourse. Both institutions recognised the parents' backgrounds on an everyday basis; however, staff did not communicate their responsibility in this regard. Finally, parents generally appeared satisfied regarding their cooperation with staff; nevertheless, the staff had not sufficiently communicated the role and responsibility of early childcare to the parents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01