Exploring the importance of parental engagement in early childhood education, this book delves into research and practices in 25 countries to bring students, researchers, teachers and policy-makers insights into working families around the world. The incorporation and consideration of parental engagement and involvement in early childhood education are a new phenomenon to many countries. Yet, increasing research recognises the importance of parental engagement and involvement in early childhood education services, and the role both parents and teachers play to support children’s learning and development. Using a range of materials from curriculum to policy documents, Garvis et al. demonstrate differences in practices and terminologies pertaining to the topic and provide an international perspective on the importance of parental involvement and engagement in early childhood education services. The content covers a range of countries as well as countries beyond an ‘Anglo-Saxon’ perspective. The different policy settings across these countries highlight how countries work with, and involve, parents differently, which is useful for jurisdictions where early childhood education is a developing aspect of a country’s education system. Looking at cultural influences, partnership approaches, parental collaboration, institutional dominance and child involvement in parent meetings, the content offers readers real understanding of parental engagement and involvement in different settings. The readership includes students in early childhood education, and researchers, teachers, policy makers, and general members of the public interested in parental engagement or involvement in early childhood education across the globe.

This open access book provides a critical, thought-provoking, and stimulating overview of theories applied worldwide to conceptualise collaborations between early childhood education and children's families. The book starts with a critical reflection on the colonial undertones of parental involvement (PI) and acknowledges a strong political will to improve this aspect of early childhood education and care. The chapters in the book describe and discuss various theories, including the cultural historical wholeness approach, Bronfenbrenner's ecology of human development, the theory of social capital, the theory of collaboration, family-school partnership models proposed by Epstein and Hornby, Bourdieu's social theory, the theory of practice architectures, the discourse/narrative theory, and posthumanism. By proposing the concept of more-than-parents, the authors aim to embrace both the diversity of intergenerational family configurations and the agency of materiality, artifacts, and the involvement of more-than-human actors.

This edited volume covers issues related to educational research and practices for early childhood education and care (ECEC), highlighting interprofessional and family-professional collaboration within inclusive education in different cultural contexts. Contributors include authors from throughout Europe, including Lithuania, Norway, Iceland, Finland, Sweden, Spain, UK, and Ukraine. Chapters provide a forum for intentional dialogue about and shared understanding of successful and inspiring ECEC practices, the main barriers of interprofessional and family-professional collaboration, and opportunities for further improvement of inclusive ECEC practices.

Adriany explores gender discourses in early childhood education in Indonesia, as well as how teachers and children are engaged in the process of constructing, negotiating, and resisting dominant gender discourses in kindergartens. Using an ethnographic approach, Adriany explores how both the teachers and children are doing and undoing their gender. She adopts feminist poststructuralist and postcolonial theories through her research and, in that context, views gender as something fluid and unfixed. The book also investigates the methodological aspect where the authors have both an inside and outside perspective. Each chapter aims to present and complicate the taken-for-granted practices in kindergartens that relate to how gender and power are constructed. The findings of this book show the extent to which early childhood education becomes a space for the teachers and children to construct, negotiate, as well as resist dominant gender discourses in kindergartens. Offering insights into local and global contexts that shape gender values in early years, this book will be a valuable reference for researchers, scholars, and students in early childhood education, gender studies, and comparative education.

This book offers a fresh look at recent developments in policy, curricula and pedagogical discourse around children’s play with Internet of Toys (IoToys). By expanding the notion of digital and smart play perspectives in early childhood education, the authors critique and develop the broader subject area of IoToys play to better serve its end users. The book brings together research from across three different countries: Australia, Norway and England. It offers tangible examples of how one can use IoToys to build children’s social skills, emotional intelligence, sense of achievement, collaboration and aspects of STEM and design play thinking processes. The learning stories of children’s IoToys play will deliver a comprehensive review of how practitioners and parents can come together to build communities of practice for (re)enhancing children’s learning and growth using evolving technology-based play and engage in paradigmatic debates. Readers as a result will better appreciate the growth in pragmatic applications of technologies together with theoretical perspectives. The book will be a valuable resource for any academic or practitioner just beginning to understand the complexities and success stories of integrating IoToys for children’s playful learning.

This book highlights contemporary questions around Early Childhood Education in Finland. It explores a range of issues relating to policies and practices in Early Childhood Education and Care (ECEC). The book features many aspects of the so-called Nordic model that is evident in different practices and policies of the Finnish ECEC system. Among others topics, it discusses playful learning, storycrafting, scientific literacy, pedagogical leadership, family-related variables, and Sami language learning. The findings provide important insights into the Finnish ECEC model and illustrate relevant issues facing Finland. All of the 14 chapters present unique research and give the reader the opportunity to understand how the ECEC services during children’s early years are defined and implemented. Each chapter includes a discussion of the educational outcome and highlights critical perspectives. In Finland ECEC is seen as an investment in the future. The Finnish ECEC system is one of the most equal in the world. The high-quality education is available to both private and public sectors. National curriculum and laws for early education have gone through a significant reform during the last decade, with the quality, practices and teachers’ competences being defined in order to support children’s future learning skills. ECEC in Finland is a unique combination of international influences and local intentions to put each child and family at the centre of the services. The systematic and goal-oriented ECEC system consists of upbringing, education and care with an emphasis on pedagogy in order to produce excellence for the future. Its overall planning, guidance and monitoring system is one of a kind.

Introducing a new model of family–school partnership, entitled ‘Pathways to Partnership’, Sandra presents a template to teachers and school leaders for developing authentic, genuine family–school partnerships that reflect contemporary global thinking and practice. She offers a new perspective on the family–school partnership, and provides support and guidance to school leaders to move away from outdated but ingrained approaches to more effective family–school partnerships. Globally, schools are becoming less an education centre and more of a hub that integrates health and social services. With this change, the way schools regard family involvement has also shifted, with family involvement being viewed as a strategically critical role. This shift has been influenced not just by the recent pandemic, but also by the global trend towards decentralisation and democratisation of the decision-making power in schools, in which parent empowerment is implicit. However, many schools have not followed a modern engagement model in the way they approach partnership with the family, and still espouse approaches that are school centric and outdated in their orientation. Pathways to Partnership helps move leaders from ‘talking to’, towards ‘learning with’ parents. Using case studies and the voices of parents and teachers to bring the content to life, Sandra provides strategies for school leaders and teachers to use to establish contemporary partnerships with families, ones that reflect current thinking that leads schools into authentic collaboration with their most important partners.

This timely and accessible resource explores the complex relationship between school practice and parental engagement and is a result of rich collaboration between educational professionals, policy makers and innovators in bridging the often-challenging gap between school and home. Considering the way schools liaise with parents and the wider school community, the authors provide ideas for innovative ways to develop relationships. Based on unique findings from highly-effective schools who are committed to bridging this gap, this book highlights the importance of using effective partnerships and practitioners understanding the importance of a transparent two-way approach. Case studies and first-hand experiences from educational professionals, parents and members of parent councils will reveal how school policy reform can positively impact school engagement and outcomes for children. This book covers a broad range of areas such as: Parent councils Strengthening links between schools and educational settings SEND – Comparisons between mainstream and SEN schools The role of voluntary action groups within education Fundraising and the impact of voluntary action within education Building positive relationships that enhance teacher wellbeing Building Brilliant Connections Between Families and Schools is a key resource for all individuals interested in education, including educational professionals involved in academic outcome, community engagement and parental partnerships within schools. It will aid as a guide to developing approaches for teachers and school leaders, providing opportunities for growth within their own educational setting.

Designed for all professionals working with parents and families of young children, this practical guide offers comprehensive resources for building trauma-responsive family engagement in your school or program. Throughout this book, you'll find: Evidence-based practices that promote trauma-response family engagement. Exercises and tools for identifying the strengths and learning edges within your program, school, or agency. Vignettes from people and programs striving to create trusting, asset-focused partnerships with families that improve equity and promote culturally responsive practices. Reflective inquiry questions and sample conversations to help you examine your own practices. With concrete examples and easy-to-implement strategies, this critical book helps readers put theory into practice while providing essential support for individuals and groups both new to and experienced with trauma-responsive practices in early childhood.

This book offers an accessible critique of recent Early Childhood Educational Research, taking an international perspective, and highlighting strengths and key focus areas within the field. It will also identify areas where researchers have yet to offer significant insights that support the development of theory, policy and practice.