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The family–centre partnership disconnect: Creating reciprocity
The purpose of this article is to examine the disconnect happening in relation to family–centre partnerships. Developing partnerships with families is hotly debated and provides challenges for educators teaching in the early childhood sector. Using a comparative case study analysis, several research studies conducted in the states of New South Wales and Victoria, Australia, are examined to illustrate these disconnects. These issues are examined within Belonging, Being and Becoming: The Early Years Learning Framework for Australia, a national framework that is common to all programs across Australia, which identifies practice, principles and learning outcomes for young children. This disconnect is related to the language that is used by the early childhood staff and misunderstood by the parents, the ways communication occurs and its ineffectiveness. The article argues that there is a need to move beyond the current rhetoric of engaging in partnerships with families to a space that allows for transparency, reciprocity and new language.
History
Journal
Contemporary Issues in Early ChildhoodVolume
19Issue
1Pagination
48 - 62Publisher DOI
Link to full text
eISSN
1463-9491Publication classification
C1 Refereed article in a scholarly journalCopyright notice
2018, The Author(s)Usage metrics
Categories
Keywords
Social SciencesEducation & Educational ResearchEarly childhood educationearly childhood quality reformsparent engagementparent-teacher communicationparent-teacher partnershipsreciprocal relationshipsPARENTINVOLVEMENTTEACHERSPERSPECTIVESEDUCATIONMOTHERSparent–teacher communicationparent–teacher partnerships