Contents – NZ International Research in ECE Journal, 2022, Vol 24

Search Entire Website
early childhood research journal online

The titles, authors and abstracts for papers published in the NZ International Research in Early Childhood Education Journal, Volume 24, 2022 are shown below.

Click or tap on the title of any article to view the full article. If you are not subscriber but want a copy of an individual article, contact us with your request. The per article charge is $18.NZ.


Editorial

Parents as Partners in Early Childhood Education and Care

Chris Jenkin
Auckland University of Technology, NZ

Full reference
Jenkin, C. (2022).  Editorial NZIRECE Special Issue on Parents as Partners in Early Childhood Education and Care.  NZ International Research in Early Childhood Education Journal, 24, pp.  1- 3.


Original Research Paper

Beyond Partnerships with Parents in Early Childhood Education: A Legacy of Adult Experiential Learning in Playcentres

Chris Jenkin and Sue Stover (AUT), Diti Hill-Denee (University of Auckland) and Robyn Reid

Abstract

Within early childhood education, the role of parents is a contested space. While collaborative relationships are emphasised as part of the curriculum, the structure of most early childhood services positions parents as ‘consumers’ who buy a ‘product’ or commodified service that they do not make themselves. In the case of early childhood education, they are purchasing the ‘care and education’ of their children. In New Zealand, this has not always been the case. This article is based on a recent qualitative study that the authors conducted through semi-structured interviews with participants who attended Playcentre with their children and subsequently developed careers in early childhood programmes in tertiary institutions. The findings showed that sustained parent participation in early childhood settings produced experiential learning that led to new career trajectories for them as individuals. While all the participants in the study had deep involvement in the parent co-operative Playcentre, opportunities for parents to learn through shared responsibility in early childhood were not unusual. A historic review of the role of parents in early childhood settings shows that major changes occurred in 1990 throughout the sector with the introduction of the first national standardised ‘quality’ indicators set by governments. Subsequent policy documents have reinforced the importance of respectful collaborative relationships between parents and teachers. However, looking back at their years in Playcentre, the participants in this research recognised that working in partnership with other parents was a key driver for them as adult learners. Sharing responsibilities with other parents – adult learners alongside very young child learners – led them into new capabilities and shaped their approach to their subsequent careers in early childhood teacher education.

Key words: Early childhood education, Playcentre, semi-structured interviews, collaboration.

Full reference
Jenkin, C., Stover, S., Hill-Denee, D. and Reid, R. (2022). Beyond partnerships with parents in early childhood education: A legacy of adult experiential learning in PlaycentresNZ International Research in Early Childhood Education Journal, 24, pp. 4 – 15.


Original Commentary

More than door talks. Insights into parental involvement in the Irish early childhood education and care context

Mary Moloney
Mary Immaculate College, Limerick, Ireland

Abstract

International organisations including the OECD and UNICEF characterise parental involvement in young children’s care and education as a fundamental right and obligation. This is reflected in early childhood curricula internationally. None-the-less, while the principle of parental involvement permeates early childhood curricula, the nature of such involvement is obscure, and open to interpretation. Against the backdrop of a study with 146 families and 46 Early Childhood Education and Care (ECEC) settings in Germany, Cohen and Anders (2019) found that in some contexts, parental involvement consists of “door talks” – a fast and informal way of communicating with parents (p. 10). This paper argues that parental involvement is highly complex, and multi-faceted. As such, it involves much more than ‘door talks.’ Drawing upon Bronfenbrenner’s ecological systems theory, which underpins parental involvement, the paper discusses ECEC as a form of parental support vis a vis addressing poverty and educational disadvantage. Focussing on the concept of parental involvement in the Irish ECEC context, the paper interrogates, Síolta (seed), the National Quality Framework, and Aistear (journey), the Early Childhood Curriculum Framework. In conclusion, the paper looks to the future in Ireland, where in recent policy initiatives, ECEC is increasingly perceived as a form of integrated parenting support.

Key words: Parent involvement, parenting support, early childhood education and care, UNCRC, rights of parents.

Full reference
Moloney, M. (2022). More than door talks. Insights into parental involvement in the Irish early childhood education and care context. NZ International Research in Early Childhood Education Journal, 24, pp. 16 – 33.


Original Research Paper

Educators Listening and Partnering with Parents: Recognising Parental Wellbeing and Agency 

Fay Hadley (Macquarie University) and Elizabeth Rouse (Deakin University)

Abstract

Focusing on listening to and partnering with parents authentically, this article explores how one early childhood school, located in a major Australian city, recognised the importance of parental wellbeing and agency. In Australia, the national Early Years Learning Framework (EYLF) positions parents as children’s first and most influential teachers, and the educators’ role is to create an environment where parents are actively encouraged to collaborate on curriculum decisions. However, when parents are positioned as ‘co-teachers’ in their child’s learning, they are considered responsible for ensuring children’s educational success, and educators may see their role as informing parents about ways to better educate their child at home. This deficit position requires parents to work with the educators in meeting children’s learning needs, creating a power imbalance. A qualitative methodology was applied to explore the complexity of parent-educator partnerships, drawing on the voices of both parents and educators. Parents in this study felt listened to and connected with the educators. Educators recognised the strengths they brought as both parents and as people, contributing to their wellbeing as it shifted the spotlight to who they are in their child/ren’s lives, rather than focusing on what they do to influence their child/ren’s learning.

Key words: Parent partnerships, wellbeing, early childhood education, identity, sense of self.

Full reference
Hadley, F. and Rouse, E. (2022).  Educators listening and partnering with parents: recognising parental wellbeing and agency.  NZ International Research in Early Childhood Education Journal, 24, pp. 34 – 45.


Original Research Paper

Fathers’ Voices: Their Participation in Early Childhood Education 

Parisa Tadi (Auckland University of Technology), Amir Sadeghi (RTLB Cluster 12, NZ) and Ali Mansouri Nejad (Farhangian University, Iran)

Abstract

This article explores fathers’ participation in Early Childhood Education (ECE) programmes in New Zealand. It draws on a descriptive study investigating the perceptions of 50 fathers whose children attended ECE centres by utilising the Father Participation Questionnaire (FPQ): father version. Fathers were asked to complete questionnaires that recorded their perceptions of fathers’ participation and asked for their views on the potential areas that might either facilitate or hinder such participation. The results demonstrated that this sample of fathers were aware of their roles and were interested in their children’s educational development and care. The fathers reported that using a common language, including the terms and words that are used in their daily life and work, may further facilitate their participation. Almost all of the fathers considered their inflexibility regarding workload and working hours were barriers to their participation in ECE programmes. The findings also suggest that fathers generally do not believe that teachers’ supporting programmes such as professional development can enhance their ECE participation. The results obtained argue for the continued need to develop awareness, resources, and good practice to enhance fathers’ roles in their children’s educational development in ECE centres. The results are discussed, and the practical implications of the findings are highlighted.

Key words: Fathers’ participation, early childhood education, fathers’ perspectives.

Reference
Tadi, P., Sadeghi, A. & Nejad, A. M. (2022). Fathers’ voices: Their participation in early childhood education. NZ International Research in Early Childhood Education Journal, 24, pp. 46 – 58.


Original Research Paper

Parent Engagement and its Influence on Early Childhood Education Teachers and their Teaching Practices – South African Teachers’ Perception

Anienie Veldsman (Auckland University of Technology), Felicia Elinam Dzamesi (University of Cape Coast, Ghana), Parisa Tadi (Auckland University of Technology), and Amir Sadeghi (RTLB Cluster 1, NZ)

Abstract

Parents play an important role in their children’s learning and their involvement is encouraged. Various studies report that parents are not always engaged in their children’s learning for various reasons. This paper explores South African early childhood teachers’ perceptions of low parent engagement and whether this phenomenon influences teachers and their teaching practices. Bronfenbrenner’s ecological systems theory provides the theoretical framework for this study and highlights the role the environment can play in parents’ involvement. Three case studies involving 13 teachers from three early childhood education (ECE) centres in South Africa were conducted using reflective narratives and focus group interviews. Two themes emerged from thematic analysis focusing on the influence of low parent engagement on teacher well-being and their teaching practices. The study found that ECE teachers and their teaching practices are influenced by low parent engagement. The main reason for low parent engagement is a result of parents’ financial hardship. This study suggests that building resilient parent-teacher relationships and ultimately stronger parent engagement in ECE, an open-door policy, various communication opportunities, and building trust with families are necessary. Through collaboration between parents and teachers, gaps in children’s education can be filled, and parent-teacher relationships and family engagement will be enhanced. Teacher well-being and teaching practices may be improved as a result.

Key words: Parent engagement, low parent engagement, financial hardship, teacher well-being, teaching practices.

Full reference
Veldsman, A., Dzamesi, F.E., Tadi, P. & Sadeghi, A. (2022). Parent engagement and its influence on early childhood education teachers and their teaching practices – South African teachers’ perception. NZ International Research in Early Childhood Education Journal, 24, pp. 59 – 70.

Has this been useful?  Give us your feedback.

You are welcome to add a link to this page on your website. Copyright belongs to the OECE so please do not copy any content without our written permission.

Information provided is of a general nature. It is provided ‘as is’, and we accept no liability for its accuracy or completeness. See our Terms and Conditions.

Related Posts

many colours of paint concept for early childhood sector groups and early childhood education system

Who is Who in our Sector

Early Childhood Education System. The Stakeholders and Key Organisations Peak Bodies / Largest ECE Service Operators Operators of more than 400 licensed services in our

Read More »
toddlers in home-based early childhood education

Becoming a Home-based Educator

The Joys, the Disappointments, and Why One Home-based Educator Knows She Has Made the Right Job Choice. After nine years working in early childhood centres Kimberley had left her job to raise her own child but when a good friend […]

To access this member only information, you must purchase Educator Membership.

Read More »
early childhood research journal online

“It Made Me Argue More Confidently and I Can Stand by My Words”: Beginning Teachers’ Perspectives

“It made me argue more confidently and I can stand by my words”: Beginning teachers’ perspectives about mentoring, goal setting, and leadership during teacher registration. Caterina Murphy and Jenny Butcher. Te Tari Puna Ora o Aotearoa / NZ Childcare Association. […]

Read More »
child swinging high on swing in playground of NZ early childhood centre

No-Cost Advertising and Service Promotion

Marketing and Promotion. Competition from other service providers in your area should not result in your service closing its doors. If you provide a quality service, do your home-work and develop a plan to keep children and attract new families. […]

Read More »
The Office of ECE

Share This Information

Table of Contents

Table of Contents

The Office of ECE Login

Public Area Categories
Categories