ECEC Professionals' Views on Partnerships with Parents in Multicultural Classrooms in Four European Countries.
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| Title: | ECEC Professionals' Views on Partnerships with Parents in Multicultural Classrooms in Four European Countries. |
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| Authors: | Norheim, Helga1 (AUTHOR) helga.norheim@bi.no, Broekhuizen, Martine2 (AUTHOR), Moser, Thomas3 (AUTHOR), Pastori, Giulia4 (AUTHOR) |
| Source: | International Journal of Early Childhood. Dec2024, Vol. 56 Issue 3, p443-460. 18p. |
| Subject Terms: | *Early childhood education, *Educational sociology, *Children of immigrants, *Cognitive psychology, Immigrant children |
| Abstract (English): | Partnerships between parents and professionals in early childhood education and care (ECEC) are widely acknowledged as important for children's well-being, learning, and development. As children with immigrant backgrounds often experience cultural and linguistic differences between their home and ECEC-environments, bridges between these two contexts might be especially significant for these children. Although European ECEC-classrooms are becoming increasingly multicultural, little is known about how professionals view their partnerships with parents in multicultural classrooms in Europe. The current paper investigates the partnerships views of professionals working in multicultural classrooms and how these are related to the professionals' practices and characteristics. Findings suggest that professionals have rather positive partnership views, although they reveal a potential for higher levels of shared beliefs with parents about the child. Furthermore, the findings indicate that several partnership aspects are predicted by professionals' multicultural practices, their diversity related self-efficacy and their own cultural background. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Resumen: Las colaboraciones entre padres y profesionales en la educación y cuidado de la primera infancia (ECPI) son ampliamente reconocidas como importantes para el bienestar, aprendizaje y desarrollo de los niños. Dado que los niños con origen inmigrante a menudo experimentan diferencias culturales y lingüísticas entre su hogar y los entornos de ECPI, los puentes entre estos dos contextos podrían ser especialmente significativos para estos niños. Aunque las aulas de ECPI en Europa se están volviendo cada vez más multiculturales, se sabe poco sobre cómo los profesionales perciben sus colaboraciones con los padres en aulas multiculturales en Europa. El presente artículo investiga las actitudes hacia la colaboración de los profesionales que trabajan en aulas multiculturales y cómo estas están relacionadas con sus prácticas y características. Los hallazgos sugieren que los profesionales poseen actitudes bastante positivas hacia la colaboración, aunque revelan un potencial para niveles más altos de creencias compartidas con los padres sobre el niño. Además, los hallazgos indican que varios aspectos de la colaboración son predichos por las prácticas multiculturales de los profesionales, su autoeficacia relacionada con la diversidad y su propio origen cultural. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Résumé: Les partenariats entre les parents et les professionnels de l'éducation et de l'accueil des jeunes enfants (EAJE) sont largement reconnus comme étant importants pour le bien-être, l'apprentissage et le développement des enfants. Comme les enfants issus de l'immigration sont souvent confrontés à des différences culturelles et linguistiques entre leur environnement familial et leur environnement d'accueil. Les passerelles entre ces deux contextes peuvent être particulièrement importantes pour ces enfants. Bien que les classes européennes d'EAJE deviennent de plus en plus multiculturelles, on sait peu de choses sur les liens entre ces deux contextes. Le présent article étudie les partenariats des professionnels travaillant dans des classes multiculturelles et comment ils sont liés aux pratiques et aux caractéristiques des professionnels. Les résultats suggèrent que les professionnels ont des plutôt positives, bien qu'elles révèlent un potentiel pour des niveaux plus élevés de croyances partagées avec les parents au sujet de l'enfant. En outre, les résultats indiquent que plusieurs aspects du partenariat sont prédits par les pratiques multiculturelles des professionnels, leur auto-efficacité en matière de diversité et leur propre origine culturelle. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Early Childhood is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Partnerships between parents and professionals in early childhood education and care (ECEC) are widely acknowledged as important for children's well-being, learning, and development. As children with immigrant backgrounds often experience cultural and linguistic differences between their home and ECEC-environments, bridges between these two contexts might be especially significant for these children. Although European ECEC-classrooms are becoming increasingly multicultural, little is known about how professionals view their partnerships with parents in multicultural classrooms in Europe. The current paper investigates the partnerships views of professionals working in multicultural classrooms and how these are related to the professionals' practices and characteristics. Findings suggest that professionals have rather positive partnership views, although they reveal a potential for higher levels of shared beliefs with parents about the child. Furthermore, the findings indicate that several partnership aspects are predicted by professionals' multicultural practices, their diversity related self-efficacy and their own cultural background. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00207187 |
| DOI: | 10.1007/s13158-023-00382-x |
