Mechanisms of High-Quality Collaborative Partnerships in Early Childhood Settings
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| Title: | Mechanisms of High-Quality Collaborative Partnerships in Early Childhood Settings |
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| Language: | English |
| Authors: | Kathryn Mason (ORCID |
| Source: | Early Childhood Education Journal. 2026 54(1):425-437. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Educational Quality, Partnerships in Education, Educational Cooperation, Early Childhood Education, Parent Child Relationship, Parent Teacher Cooperation, Teacher Attitudes, Parent Attitudes, Parent Participation |
| DOI: | 10.1007/s10643-024-01802-w |
| ISSN: | 1082-3301 1573-1707 |
| Abstract: | Collaborative partnerships between stakeholders in Early Childhood Education and Care (ECEC) settings are recognized to contribute to positive outcomes for children and improve service quality. However, for many within the field, interpretation and actualisation of the components that make up collaborative partnerships remain an enigma. The concern is that without clear interpretation of key components and inclusions, educators and families struggle to enact and engage in high-quality collaborative partnerships. Motivated by this concern, a major research project sought to explore ECEC stakeholder perspectives and experiences of successful collaborative partnerships. The poststructural case study utilised observation, interviews and situational analysis methods to illuminate the multiple truths of parent and educator participants living the collaborative partnership experience in ECEC. Findings helped expose the key components and inclusions of collaborative partnerships evidenced in three exceeding-level ECEC service. From these insights, families and educators are offered clarity in ways to increase the efficacy for translating mechanisms of high-quality collaborative partnerships in everyday practice in ECEC, including practical applications such as the use of space, the development of synergistic relationships, and being attuned to the service philosophy. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503820 |
| Database: | ERIC |
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| Abstract: | Collaborative partnerships between stakeholders in Early Childhood Education and Care (ECEC) settings are recognized to contribute to positive outcomes for children and improve service quality. However, for many within the field, interpretation and actualisation of the components that make up collaborative partnerships remain an enigma. The concern is that without clear interpretation of key components and inclusions, educators and families struggle to enact and engage in high-quality collaborative partnerships. Motivated by this concern, a major research project sought to explore ECEC stakeholder perspectives and experiences of successful collaborative partnerships. The poststructural case study utilised observation, interviews and situational analysis methods to illuminate the multiple truths of parent and educator participants living the collaborative partnership experience in ECEC. Findings helped expose the key components and inclusions of collaborative partnerships evidenced in three exceeding-level ECEC service. From these insights, families and educators are offered clarity in ways to increase the efficacy for translating mechanisms of high-quality collaborative partnerships in everyday practice in ECEC, including practical applications such as the use of space, the development of synergistic relationships, and being attuned to the service philosophy. |
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| ISSN: | 1082-3301 1573-1707 |
| DOI: | 10.1007/s10643-024-01802-w |
