(De)Constructing Parental Involvement in Early Childhood Curricular Frameworks

Autor/inn/en	Janssen, Jeroen; Vandenbroeck, Michel
Titel	(De)Constructing Parental Involvement in Early Childhood Curricular Frameworks
Quelle	In: European Early Childhood Education Research Journal, 26 (2018) 6, S.813-832 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2018.1533703
Schlagwörter	Early Childhood Education; Parent Participation; National Curriculum; Foreign Countries; Comparative Education; Student Centered Curriculum; Progress Monitoring; Educational Practices; Parent School Relationship; Belgium; New Zealand; Germany (Berlin); Hong Kong; Denmark; Australia; Ireland; Netherlands; Sweden; United Kingdom (England) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elternmitwirkung; Ausland; Vergleichende Erziehungswissenschaft; Bildungspraxis; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Belgien; Neuseeland; Hongkong; Dänemark; Australien; Irland; Niederlande; Schweden
Abstract	Early childhood education and care (ECEC) provision can have long-lasting positive effects on children's learning and development. A key feature in fostering educational outcomes is the enhancement of parental involvement. This article builds on critical concerns with the emergent 'schoolification' of ECEC and corresponding orientations of parental involvement to explore how educational partnering is perceived across countries. A thematic analysis of 13 ECEC curricula from divergent pedagogical traditions revealed subtle yet meaningful differences in interpretation and operationalisation. Three distinct curricular approaches to parental involvement were identified, which demonstrate a lack of unanimity in top-down constructions of parental roles and responsibilities. The article concludes with a discussion on the implications of these findings for policy and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01