Helga Norheim

European Early Childhood Education Research Journal s. 20-20 Doi: https://doi.org/10.1080/1350293x.2025.2543918

Teacher–parent relationships are important for children’s well-being and school functioning, especially for children with an ethnically diverse and/or low socioeconomic status (SES) background, considered to be at risk of academic failure. This study examined positive and negative attributes of this relationship and possible teacher and classroom determinants among 449 early childhood (ECE) and primary schoolteachers in England, Greece, Italy, the Netherlands, Norway and Poland. These countries have varying diversity in the population and implement different approaches in building relationships with parents. We also studied potential differences between ECE and primary schoolteachers. Exploratory factor analysis revealed four interrelated, but distinct aspects in teacher–parent relations: shared beliefs with parents, reciprocity, hierarchy, and problem-related contact. The adoption of culturally sensitive classroom practices showed consistent associations with teacher–parent relations. Teachers who declared to be more culturally responsive in their classroom reported more shared beliefs and reciprocity in the relation with parents and less hierarchy and problem-oriented contact. Moreover, ECE teachers reported comparatively more positive and less negative relations with parents than primary schoolteachers. Altogether, the notion of ‘culturally responsive partnerships’ appears specifically important. Implications for improving practice concern a stronger focus on developing intercultural competences in pre- and in-service education.

International Journal of Early Childhood 55(2) Doi: https://doi.org/10.1007/s13158-023-00382-x

Partnerships between parents and professionals in early childhood education and care (ECEC) are widely acknowledged as important for children’s well-being, learning, and development. As children with immigrant backgrounds often experience cultural and linguistic differences between their home and ECEC-environments, bridges between these two contexts might be especially significant for these children. Although European ECEC-classrooms are becoming increasingly multicultural, little is known about how professionals view their partnerships with parents in multicultural classrooms in Europe. The current paper investigates the partnerships views of professionals working in multicultural classrooms and how these are related to the professionals’ practices and characteristics. Findings suggest that professionals have rather positive partnership views, although they reveal a potential for higher levels of shared beliefs with parents about the child. Furthermore, the findings indicate that several partnership aspects are predicted by professionals’ multicultural practices, their diversity related self-efficacy and their own cultural background.

Nordisk barnehageforskning (NBF) 19(1) s. 40-60 Doi: https://doi.org/10.23865/nbf.v19.228

Partnerships between parents and professionals in early childhood education and care (ECEC) are well established as being important for children’s well-being and learning, and may be especially significant for children with immigrant backgrounds. The present study uses data from the Inclusive Education and Social Support to Tackle Inequalities in Society (ISOTIS) project to investigate perspectives from parents and professionals regarding their mutual partnership as well as their views on multicultural and multilingual education in culturally and linguistically diverse ECEC settings in Norway. The findings indicate positive partnership views among the parents and professionals, but also suggest the opportunity to create a more shared understanding of the child’s behaviour and potential. The findings further suggest that both parents and professionals value educational practices that promote cultural diversity. However, beliefs regarding multilingual education diverge, indicating that although ECEC may play an important role in children’s multilingual education, there is little agreement on how this role should best be played.

ELT Journal 75(1) s. 77-86 Doi: https://doi.org/10.1093/elt/ccaa057

European Early Childhood Education Research Journal 28(6) s. 789-805 Doi: https://doi.org/10.1080/1350293X.2020.1836582

Partnerships between parents and professionals in early childhood education and care (ECEC) are widely acknowledged as important for children’s well-being and learning. For children with immigrant backgrounds, bridges between the different social contexts that surround them are especially significant. The current paper synthesizes research-based knowledge on the barriers to and facilitators of partnerships between parents with immigrant backgrounds and professionals in ECEC. This overview review includes 25 articles that comprise qualitative, quantitative and mixed methods studies. The most frequently identified barriers include language, asymmetrical power relations and cultural differences and disagreements. This research suggests approaches to facilitate partnerships, such as employing bilingual staff, using translators for parent-teacher conferences when needed, translating materials into different family languages, translanguaging, taking time and showing patience and respect. Finally, to ensure that all parents feel comfortable to express their views, more creative strategies from the professionals might be needed.