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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 0000-0003-2325-4313), Sally Pearse
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
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  Data: Parental Engagement and Transformation as a Marker of Quality in Early Childhood Education and Care
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  Data: <searchLink fieldCode="AR" term="%22Fufy+Demissie%22">Fufy Demissie</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2325-4313">0000-0003-2325-4313</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sally+Pearse%22">Sally Pearse</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Childhood+Research%22"><i>Journal of Early Childhood Research</i></searchLink>. 2025 23(1):93-106.
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  Data: 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
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  Data: 14
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Care%22">Child Care</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Holistic+Approach%22">Holistic Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Care+Centers%22">Child Care Centers</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Caregiver+Attitudes%22">Caregiver Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Policy+Formation%22">Policy Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged%22">Disadvantaged</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Grandparents%22">Grandparents</searchLink><br /><searchLink fieldCode="DE" term="%22One+Parent+Family%22">One Parent Family</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
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  Data: 10.1177/1476718X241293899
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  Data: 1476-718X<br />1741-2927
– Name: Abstract
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  Data: 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.
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  Data: 2025
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        Value: 10.1177/1476718X241293899
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      – Text: English
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        PageCount: 14
        StartPage: 93
    Subjects:
      – SubjectFull: Parent Participation
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Child Care
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      – SubjectFull: Educational Quality
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      – SubjectFull: Holistic Approach
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      – SubjectFull: Child Care Centers
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      – SubjectFull: Socioeconomic Status
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      – SubjectFull: Barriers
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      – SubjectFull: Access to Education
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      – SubjectFull: COVID-19
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      – SubjectFull: Pandemics
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      – SubjectFull: Parent Attitudes
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      – SubjectFull: Caregiver Attitudes
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      – SubjectFull: Trust (Psychology)
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      – SubjectFull: Policy Formation
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      – SubjectFull: Child Development
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Disadvantaged
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      – SubjectFull: Grandparents
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      – SubjectFull: One Parent Family
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      – SubjectFull: United Kingdom (England)
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      – TitleFull: Parental Engagement and Transformation as a Marker of Quality in Early Childhood Education and Care
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