Barriers and Facilitators for Partnerships between Parents with Immigrant Backgrounds and Professionals in ECEC: A Review Based on Empirical Research

Autor/inn/en	Norheim, Helga; Moser, Thomas
Titel	Barriers and Facilitators for Partnerships between Parents with Immigrant Backgrounds and Professionals in ECEC: A Review Based on Empirical Research
Quelle	In: European Early Childhood Education Research Journal, 28 (2020) 6, S.789-805 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2020.1836582
Schlagwörter	Family School Relationship; Parent Teacher Cooperation; Early Childhood Education; Child Care; Barriers; Partnerships in Education; Immigrants; Language Usage; Power Structure; Cultural Differences; Bilingualism; Translation + Suchen Sie Ihr Suchwort? Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Hochschulpartnerschaft; Immigrant; Immigrantin; Immigranten; Sprachgebrauch; Kultureller Unterschied; Bilingualismus
Abstract	Partnerships between parents and professionals in early childhood education and care (ECEC) are widely acknowledged as important for children's well-being and learning. For children with immigrant backgrounds, bridges between the different social contexts that surround them are especially significant. The current paper synthesizes research-based knowledge on the barriers to and facilitators of partnerships between parents with immigrant backgrounds and professionals in ECEC. This overview review includes 25 articles that comprise qualitative, quantitative and mixed methods studies. The most frequently identified barriers include language, asymmetrical power relations and cultural differences and disagreements. This research suggests approaches to facilitate partnerships, such as employing bilingual staff, using translators for parent-teacher conferences when needed, translating materials into different family languages, translanguaging, taking time and showing patience and respect. Finally, to ensure that all parents feel comfortable to express their views, more creative strategies from the professionals might be needed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01