Working with Parents and Families in Early Childhood Education

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Childcare Center
Children's Early Childhood Education
Children’s Early Childhood Education
Chinese Parents
Co-caring
Cocaring Relationships
Collaboration
Constructivist Grounded Theory Approach
cross-cultural parenting perspectives
data collection
Direct Effect Coefficient
Early Childhood Education
Early Childhood Professional
Early Childhood Professionalism
Early Childhood Settings
Early Childhood Workforce
early years collaboration
ECE Expert
Epstein's Model
Epstein’s Model
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European Early Childhood Education Research Journal
Face To Face
family educator partnerships
Finnish Early Childhood Educators
Flemish community of Belgium
Held
In-service Practitioners
Insufficient Practices
Parent Partnership
Parent Teacher Interactions
Parent Teacher Relationships
Parental Engagement
parental involvement strategies
Parental perspectives on children's learning and development
Play Beliefs
Pramling Samuelsson
Preschool Practices
Preschool Staff
professional relationships childcare
qualitative studies on parent engagement
Remote parenting
Roles in developing parental involvement in children's education and care
Roles in developing parental involvement in children’s education and care
Swedish National Agency
transition to school research

Product details

  • ISBN 9780367728946
  • Weight: 310g
  • Dimensions: 174 x 246mm
  • Publication Date: 18 Dec 2020
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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This book reports initiatives to listen to parents and families, to ascertain what families believe and do as they seek to engage collaboratively with their children’s educators, and what educators and educational systems might do to facilitate and/or establish barriers to such engagement.

Parental engagement in children’s learning and development has many positive benefits. However, in the current environments of accountability and performativity which are pervading early childhood education in many countries, the opportunities for parents and other family members to be part of the development of respectful, collaborative relationships with their children’s early childhood educators are becoming more and more restricted. Many educators feel forced to choose between curriculum outcomes and parental engagement, as both involve their time. There is a danger that the voices of parents and families in their children’s early learning and development will not always be heard, seen, or fully understood. This volume addresses this important issue.

Researchers, educators, and families will all benefit from this book, to the ultimate benefit of the young children who are the future. This book was originally published as a special issue of the European Early Childhood Education Research Journal.

Ute Ward worked in a pre-school, Sure Start local programme, and children's centre before becoming a Senior Lecturer at the University of Hertfordshire, UK. She leads the BA (Hons) Early Childhood Education and teaches on the MA Education. Her research interests focus on parent-practitioner relationships which is reflected in her doctoral research exploring parents' views and expectations of their children's early childhood practitioners.

Bob Perry is recently retired after 45 years in higher education. He is Emeritus Professor in the School of Education at Charles Sturt University, Australia, and Director of Peridot Education Pty Ltd. He has been awarded an Honorary Doctorate from Mälardalen University, Sweden, in recognition of his body of research.