Relationships with Families in Early Childhood Education and Care : Beyond Instrumentalization in International Contexts of Diversity and Social Inequality book cover
1st Edition

Relationships with Families in Early Childhood Education and Care
Beyond Instrumentalization in International Contexts of Diversity and Social Inequality





ISBN 9780367417581
Published July 13, 2022 by Routledge
222 Pages 5 B/W Illustrations

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Book Description

Relationships with Families in Early Childhood Education and Care radically challenges the role assigned to parents in neoliberal discussions of early childhood education and care, and presents new ways of thinking about relationships with families.

With contributions from international early childhood scholars and practitioners, this book includes outlooks of practitioners, families and children, particularly about the meanings they assign to relationships. Bringing together key understandings about how parent-partnerships can be understood, this book provides innovative examples of how to enact democratic partnerships with parents in diverse contexts.

Relationships with Families in Early Childhood Education and Care is an ideal text for ECEC practitioners and policy makers, trainers, graduate students and researchers.

Table of Contents

  1. Foreword: For a re-socialisation and re-politicisation of the parent-professional relationship- Michel Vandenbroeck
  2. Introduction: Why we need to move beyond instrumentalization when discussing families and early childhood education and care- Joanne Lehrer, Katrien Van Laere, Fay Hadley, and Elizabeth Rouse

Section I: Disrupting Partnerships

  1. Parent-centred partnerships: Early childhood educators addressing barriers to building reciprocal partnerships with parents- Fay Hadley and Elizabeth Rouse
  2. Mothers, educators, and teachers contesting and transforming the metanarrative of pedagogicalisation in childcare and preschool- Joanne S. Lehrer, Nathalie Bigras, and Isabelle Laurin
  3. " Will you please tell your wife…." fathers, second grade parents for young children?- Jan Peeters
  4. Problematizing partnerships from the vantage point of children- Tanja Betz
  5. Storylines and place: accessing kindergarten in remote Queensland- Sue Dockett and Bob Perry
  6. Section II: Parent Perspectives

  7. What Early Childhood Teachers need to know about fostering black children’s positive identification with blackness: foregrounding mother’s perspectives- Patricia Hall and Rachel Berman
  8. Listening matters: Experiences of a migrant facilitator in listening to parents- Hanif Reza Jaberipour
  9. Wait, watch and learn: Parental perspectives on difficult emotions in relationships with ECEC practitioners- Catharine Gilson
  10. Centre partnerships through a Singaporean lens: The role of mothers, fathers, grandparents and domestic helpers- Angela Chng
  11. Section III: Innovative Enactment of Partnerships

  12. Shifting the balance of power for families through a strengths-based book gifting program- Lennie Barblett and Caroline Barratt-Pugh
  13. Pedagogy-in-Participation: promoting a deep connectivity between children, families and practitioners- Joana de Sousaa and Inês Machadob
  14. Decolonizing stories during the transition from childcare to school: Collaborating with indigenous families- Lisa Provencher, Andrea Maurice, and Kim Rud
  15. They are who they are! Equity versus equality – our journey in overcoming the divide- Bernadette Hayes and Cindy Treverrow
  16. Parents as first educators at Elmer Childcare Centre: A human-centred story of respect, inclusion and shared responsibilities- Katrien Van Laere, Nima Sharmahd and Liesbeth Lambert
  17. Koala days-Parent partnership and heart connections in a ‘home early childhood centre’ setting- Anuja Jena-Crottet
  18. Conclusion: A conversation about insights related to democratic relationships with families- Joanne Lehrer, Fay Hadley, Elizabeth Rouse, Katrien Van Laere, Silvia Blanch Gelabert, and Ute Ward

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Author(s)

Biography

Joanne Lehrer is an Associate Professor in the Department of Education at the University of Quebec in Outaouais, Canada.

Fay Hadley is an Associate Professor of Early Childhood Education and the Director: Initial Teacher Education at the School of Education, Macquarie University, Australia.

Katrien Van Laere works as a Senior researcher at VBJK (Centre for Innovation in the Early Years), Belgium.

Elizabeth Rouse is an Associate Professor of Early Childhood Education at the School of Education, Deakin University, Australia.