Mutuality and reciprocity in parent-teacher relationships: understanding the nature of partnerships in early childhood education and care provision

Rouse, Elizabeth and O'Brien, Deanna 2017, Mutuality and reciprocity in parent-teacher relationships: understanding the nature of partnerships in early childhood education and care provision, Australasian journal of early childhood, vol. 42, no. 2, pp. 45-52, doi: 10.23965/AJEC.42.2.06.

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Title Mutuality and reciprocity in parent-teacher relationships: understanding the nature of partnerships in early childhood education and care provision
Author(s) Rouse, ElizabethORCID iD for Rouse, Elizabeth orcid.org/0000-0002-2889-5382
O'Brien, Deanna
Journal name Australasian journal of early childhood
Volume number 42
Issue number 2
Start page 45
End page 52
Total pages 8
Publisher Early Childhood Australia
Place of publication Fyshwick, A.C.T.
Publication date 2017-06
ISSN 1836-9391
1839-5961
Keyword(s) Social Sciences
Education & Educational Research
Summary The expectation that educators will develop partnerships with parents is a key principle in early childhood education and care provision. This is particularly so in Australia where policy guidelines and quality standards list parent partnerships as key indicators of quality practice. However the language used across the two key policy documents, the Early Years Learning Framework and the National Quality Standard, is inconsistent in the way these partnerships are defined and intended to be enacted. This has resulted in an ambiguity in the way teachers and educators are engaging in partnerships in their work with families. Drawing on a framework for examining partnerships that positions the notion of mutuality and reciprocity in the centre of the relationship, and examining this through Bronfenbrenner’s (1979) ecological perspective, this paper presents findings of a small scale case study that explored the extent to which these characteristics are reflected in the relationships between the teacher and parents. The study found that while the teacher was meeting identified performance standards, that a true partnership underpinned by mutuality and reciprocity was not evident in the relationships between the teacher and the families.
Language eng
DOI 10.23965/AJEC.42.2.06
Field of Research 130102 Early Childhood Education (excl Maori)
1301 Education Systems
1303 Specialist Studies In Education
1701 Psychology
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©[2017, Early Childhood Australia]
Persistent URL http://hdl.handle.net/10536/DRO/DU:30102335

Document type: Journal Article
Collection: School of Education
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