Parental Engagement and Transformation as a Marker of Quality in Early Childhood Education and Care
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| Title: | Parental Engagement and Transformation as a Marker of Quality in Early Childhood Education and Care |
|---|---|
| Language: | English |
| Authors: | Fufy Demissie (ORCID |
| Source: | Journal of Early Childhood Research. 2025 23(1):93-106. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Early Childhood Education |
| Descriptors: | Parent Participation, Early Childhood Education, Child Care, Educational Quality, Holistic Approach, Child Care Centers, Socioeconomic Status, Barriers, Access to Education, COVID-19, Pandemics, Parent Attitudes, Caregiver Attitudes, Trust (Psychology), Policy Formation, Child Development, Outcomes of Education, Disadvantaged, Foreign Countries, English (Second Language), Grandparents, One Parent Family |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1177/1476718X241293899 |
| ISSN: | 1476-718X 1741-2927 |
| Abstract: | Despite the extensive research evidence about the importance of high-quality Early Childhood Education and Care (ECEC), English policy makers continue to promote nurseries for the 'childcare' they provide, rather than the transformational effects they can have in areas of socio-economic challenge. The aim of this study was to investigate if and how access to early years provision impacted on parents/carers and their children during the Covid pandemic in a newly established early years community research centre, situated in an area of economic and social challenge. Group analysis of interview data by a team of researchers and stakeholders suggests that access to nursery provision and the positive and trusting relationships within the nursery had a transformative impact on children and their parents/carers. Drawing on the data, we adopt an ecological perspective to theorise quality provision as holistic and relational and challenge policy makers to reconceptualise quality as a holistic endeavour. Specifically, this paper offers a new lens for policy makers to revisit existing evidence about the value of integrated care and education centres for improving child outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1466332 |
| Database: | ERIC |
| Abstract: | Despite the extensive research evidence about the importance of high-quality Early Childhood Education and Care (ECEC), English policy makers continue to promote nurseries for the 'childcare' they provide, rather than the transformational effects they can have in areas of socio-economic challenge. The aim of this study was to investigate if and how access to early years provision impacted on parents/carers and their children during the Covid pandemic in a newly established early years community research centre, situated in an area of economic and social challenge. Group analysis of interview data by a team of researchers and stakeholders suggests that access to nursery provision and the positive and trusting relationships within the nursery had a transformative impact on children and their parents/carers. Drawing on the data, we adopt an ecological perspective to theorise quality provision as holistic and relational and challenge policy makers to reconceptualise quality as a holistic endeavour. Specifically, this paper offers a new lens for policy makers to revisit existing evidence about the value of integrated care and education centres for improving child outcomes. |
|---|---|
| ISSN: | 1476-718X 1741-2927 |
| DOI: | 10.1177/1476718X241293899 |
