Eeva Hujala

Perspectives of early childhood teachers on parent–teacher partnerships in five European countries

ABSTRACT Societal conditions impacting on parenting have radically changed during the past two decades. There is variation between and within societies depending on social, cultural, political and economic factors. Today, Early Childhood and Care (ECEC) services play an increasingly important role in supporting families with young children during birth to the age of compulsory education. Accordingly, the collaboration between families and early childhood professionals has emerged as an essential topic of educational research and professional development. The International Parent–Professional Partnerships (IPP) research study focuses on the contemporary challenges of the parent–teacher partnerships in early childhood education from a cross‐cultural perspective. The purpose of the research is to examine parent–teacher partnerships in ECEC services in Estonia, Finland, Lithuania, Norway and Portugal by looking into the national contexts and comparing these findings with each other. The research utilises both quantitative and qualitative analysis of survey data collected in the participating countries. The survey questionnaire focuses on teachers’ views of parents’ involvement in ECEC centres. The results show that there are differences in teachers’ approaches to parent–teacher partnerships between societies as well as within each country. Parents also differ in their capacity to develop and maintain partnerships with teachers. It seems that there are differences in the professional status of the teachers in each country, which are, in turn, connected to the parents’ role in the parent–teacher partnerships in ECEC services. This study aims to deepen the understanding of the nature of parent–teacher partnerships in contemporary contexts of early childhood education through cross‐cultural research, and to enhance the training and professional development of early childhood professionals. RÉSUMÉ: Au cours de ces vingt dernières années les contextes sociaux, économiques, culturels et politiques qui influent sur le statut et la fonction des parents ont considérablement évolué au sein d’une société et d’une société à l’autre. De plus, les structures d’accueil et d’éducation de la petite enfance jouent un rôle de plus en plus important dans l’accompagnement des parents des jeunes enfants, depuis la naissance jusqu’à l’âge de la scolarité obligatoire. Ceci explique la place importante qu’occupe, dans la recherche sur l’éducation précoce, l’étude des modalités de partenariat entre les familles et les professionnels des structures de garde et d’éducation. L’article s’appuie sur les données de l’étude The International Parent–Professional Partnerships (IPP) portant sur les enjeux contemporains du partenariat entre parents et professionnels de la petite enfance dans une perspective multiculturelle. Cette étude porte sur les formes de partenariat en Estonie, en Finlande, en Lituanie, en Norvège et au Portugal, qu’elle examine dans leurs contextes nationaux et qu’elle compare. L’étude s’appuie sur des analyses quantitatives et qualitatives de données issues d’une enquête réalisée dans les pays participants. Le questionnaire de l’enquête était centré sur les points de vue des enseignants sur l’implication des parents dans les structures de la petite enfance. Les résultats montrent que les approches des enseignants concernant le partenariat avec les parents diffèrent et ce, aussi bien au sein d’une même société qu’entre les différentes sociétés. La capacité des parents à développer et maintenir le partenariat avec les enseignants diffère également. Il semble que les différences existant au niveau du statut professionnel des enseignants dans chacun des pays influent sur le rôle des parents au sein du partenariat dans les structures de la petite enfance. Cette étude a pour but d’approfondir la compréhension de la nature du partenariat entre les parents et les professionnels dans les contextes contemporains de l’éducation de la petite enfance, par la recherche comparative, et d’améliorer la formation et le développement professionnel des praticiens de la petite enfance. ZUSAMMENFASSUNG: Die die Elternschaft beeinflussende gesellschaftliche Realität hat sich in den letzten zwanzig Jahren radikal verändert. Kulturelle, politische und wirtschaftliche Faktoren verursachen Unterschiede in der Elternschaft sowohl innerhalb einer Gesellschaft als auch zwischen verschiedenen Gesellschaften. Heutzutage wird als eine immer wichtigere Aufgabe der Tagespflege die Unterstützung der Eltern gesehen. Die Zusammenarbeit zwischen Familie und Tagespflege ist in den Fokus sowohl der Erforschung der Vorschulpädagogik als auch der Ausbildung von Fachpersonal gerückt. Die internationale Studie zur Elternpartizipation (The International Parent–Professional Partnerships, IPP) konzentriert sich auf die Herausforderungen der Zusammenarbeit von Eltern und Fachpersonal in der Kinderbetreuung. Theoretische Grundannahme der Studie ist das Verständnis einer kontextuell definierten Erziehung, m.a.w. einer auf der kindlichen Wirklichkeit beruhenden Erziehung. Ziel der Studie ist die Erforschung der Zusammenarbeit von Eltern und Fachpersonal in Estland, Finnland, Litauen, Norwegen und Portugal. Besonderes Augenmerk liegt sowohl auf den Bedingungen der Zusammenarbeit als auch auf den praktischen Unterschieden und Gemeinsamkeiten in den genannten Ländern. Für die Untersuchung wurden quantitative und qualitative Analysen von Umfrageergebnissen durchgeführt, mittels derer die Sicht der Pädagogen auf die Familien und deren Aktivität bei der Zusammenarbeit mit den Kindertagesstätten erfasst wurde. Die Ergebnisse zeigen, dass es in der Annäherung der Pädagogen an die Zusammenarbeit von Eltern und Betreuern nicht nur im Ländervergleich, sondern auch innerhalb eines Landes Unterschiede gibt. Nach Ansicht der Pädagogen gibt es Unterschiede in der Fähigkeit der Eltern zur Entwicklung und Aufrechterhaltung der Erziehungspartnerschaft. Es scheint im Ländervergleich Differenzen im beruflichen Status und in der Bewertung der elterlichen Rolle als Erziehungspartner durch die Pädagogen zu geben. Ziel der Studie ist es durch einen internationalen Vergleich das Verständnis von der Art der Erziehungspartnerschaft zwischen Eltern und Fachkräften in verschiedenen gesellschaftlichen Kontexten zu vertiefen. Die Ergebnisse der Studie lassen sich sowohl für die frühpädagogische Ausbildung als auch in der beruflichen Fortbildung des Fachpersonals nutzen. RESUMEN: Las realidades sociales que influyen en las competencias de los padres han cambiado mucho en las últimos dos décadas. Los factores culturales, políticos y económicos originan diferencias en el ejercicio de la paternidad tanto entre distintas sociedades, como en el seno de una misma sociedad. Actualmente, las guarderías desempeñan un papel cada vez más importante como punto de apoyo a los padres. La colaboración entre la familia y las escuelas infantiles se ha convertido en un objeto de estudio relevante en el ámbito de la educación preescolar y en la formación del profesorado de educación infantil. El estudio internacional sobre la participación de los padres (The International Parent–Professional Partnerships, IPP) se centra en los retos existentes en materia de colaboración entre los padres y el profesorado de educación infantil desde una perspectiva intercultural. El objetivo de la investigación es estudiar los índices de colaboración entre los padres y el profesorado de educación infantil en Estonia, Finlandia, Islandia Lituania, Noruega y Portugal, así como comparar las diferencias y similitudes de los criterios de colaboración constatados en dichos países. El método usado para recabar datos es el de cuestionario survey, mediante el cual se han obtenido datos sobre la impresión que el profesorado tiene de las familias y sobre el grado de involucración de los padres en la colaboración con las escuelas infantiles. Los resultados señalan que existen diferencias, tanto entre las distintas sociedades estudiadas como en el seno de una misma sociedad, en cuanto al enfoque que los profesores dan a la colaboración de la familia y las escuelas infantiles en materia de educación. Los profesores consideran que existen diferencias en la aptitud de los padres para desarrollar y mantener el grado de colaboración en lo relativo a la educación. Parece ser que también existen diferencias entre las distintas sociedades estudiadas en cuanto al estatus profesional del profesorado y a cómo los profesores interpretan el papel participativo de los padres en la educación. El objetivo del estudio es profundizar en la comprensión de la naturaleza de la colaboración entre los padres y el profesorado en materia de educación en diferentes contextos sociales a través de una comparación internacional. Los conocimientos obtenidos serán aprovechados en la formación de profesorado de educación infantil y contribuirán a impulsar el desarrollo profesional del profesorado de educación infantil.

Contextualizing Distributed Leadership Within Early Childhood Education Current Understandings, Research Evidence and future Challenges

This article seeks to establish a new research agenda on distributed leadership by linking early childhood and school leadership research. It begins with a discussion of how distributed leadership is conceptualized, including a discussion of the main features and meanings of distributed leadership as defined by key scholars who have maintained a sustained interest in this topic. It explores theoretical bases underpinning leadership research that have adopted a distributed leadership framework in general and within early childhood education organizations in particular. By critiquing the application of learning derived from school-based research within early childhood settings, this article aims to engage readers across different education sectors to collaborate in reconceptualizing distributed leadership in the future.

Dimensions of Leadership in the Childcare Context

The contextual leadership theory provides a frame to investigate the leadership phenomenon in a childcare context. According to the contextual leadership theory, leadership is perceived of as a socially constructed, situational and interpretive phenomenon. The purpose of the study was to investigate leadership in a Finnish childcare context based on the views of those people who are involved with it. The focus group method was used to gather data for the study. The results showed that the leadership context defines the leadership language and the culture. In most focus group discussions leadership was described as the position of a leader. Centre directors were seen to have multiple role positions. All in all, it seemed that the tasks and duties connected to leadership on all contextual levels were unclear.

Early childhood leadership through the lens of distributed leadership

ABSTRACT This study aims to investigate distribution of responsibilities for leadership in early childhood education (ECE) context. It focuses on the enactments of leadership by investigating how ECE stakeholders, e.g. teachers, ECE centre directors and administrative ECE leaders in municipalities perceive the leadership responsibilities. Using focus groups, the data was collected in seven municipalities in Finland. The study was based on contextual and distributed view of leadership. Quality improvement and pedagogical leadership was seen as primary responsibilities in ECE leadership by all studied groups. The study indicated different practices of distribution of responsibilities for leadership. However, it indicated that developed forms of leadership distribution were rarely used. In developing ECE leadership, focusing on interdependencies of leadership enactments between teachers, centre directors and municipal ECE leaders and building structures for interaction between stakeholders, increase the quality of distributed leadership.

Professionalism of preschool teachers in Estonia, Finland, Sweden and Hungary

The current study investigated the ratings of Estonian, Finnish, Swedish and Hungarian preschool teachers and principals regarding the professionalism of preschool teachers within a cross-cultural context. According to reports commissioned by the European Commission and OECD, the professionalism of preschool teachers is a key factor in ensuring the quality of early childhood education. The study is based on the contextual approach in the bio-ecological theory and critical ecology theory of early childhood professionalism. The research question was: what are ratings of principals and teachers regarding the professionalism of preschool teachers in interaction and family involvement, the planning of education and the evaluation of childrens development, using teaching strategies and support for professional development, creating a growth environment and the development of values. Structured questionnaires were conducted, the sample consisted of teachers and principals in Estonian (174/118), Finnish (82/84), Swedish (117/96) and Hungarian (111/99) preschools. In the comparison of the results from the four countries, there were similarities between the views of Finnish and Swedish teachers and principals and between Estonian and Hungarian teachers and principals. Differences between the countries were significant and depended on the context of the individual countries. Highest mean ratings were given by Estonian and Hungarian principals and Estonian teachers to creating growth environment. Development of values was evaluated highest by Finnish principals and teachers. Swedish teachers evaluated teaching strategies highly. The statements that got the lowest evaluation rate by all interest groups were family involvement and professional development.

Cross-cultural interpretations of changes in early childhood education in the USA, Russia, and Finland

ABSTRACT The purpose of this study was to examine changes that have taken place in centre-based early childhood education (ECE) in the USA, Russia, and Finland between 1991 and 2014. The cross-culturally conducted study aimed to identify and contrast socio-cultural differences and similarities of the perceived changes in the context of the studied societies. The country-wise qualitative data were acquired using focus group discussions targeted at childcare centre directors. The directors interpreted the quantitative results of quality assessments collected as part of the larger research project from each context under review. This process was called the ‘Reflective Emic Analysis’, with an aim to enhance the cultural aspects of the data. The results suggest that the field of ECE has faced significant changes in each society. Country-specific sub-categories from each discussion were merged and four main themes common to all countries were formulated: (1) the changed role of parents as customers, (2) the change in external factors and regulations affecting the services, (3) the change in the pedagogic orientation, and (4) the changed role of the director.

Leadership Tasks in Early Childhood Education in Finland, Japan, and Singapore.

ABSTRACT Leadership research in early childhood education and care (ECEC) is a relatively new undertaking. It combines leadership concepts from school research as well as from business. There are common aspects in the leadership profession, but the context and the mission define the content of leadership tasks and responsibilities. Data in this cross-cultural study were collected in Finland, Japan, and Singapore from 2012 to 2014. Questionnaires were used as the data collection method and content analysis as the method to explore how leadership tasks define leadership in the different countries. The project included 100 participants in each country. Analysis in this article focuses on leadership tasks in ECEC settings in Finland, Japan, and Singapore. The study revealed that the tasks of ECEC leaders in all three countries are similar—the two most important leadership tasks are pedagogical leadership and human resource management—though implementation of tasks varied based on cultural context. In practice, leaders in Finland spend most of their time in line with the two issues considered most important, leaders in Japan spend their time on service and human resource management, and leaders in Singapore spend their time on pedagogical leadership and service management.

Parent-Teacher Cooperation in Early Childhood Education--Directors' Views to Changes in the USA, Russia, and Finland.

ABSTRACT This article aims to show how parent-teacher cooperation has evolved over the past two decades from the perspectives of child care center directors in the USA, Russia, and Finland. When analyzing the phenomenon of educational cooperation in the studied contexts, it can be noted that significant societal changes have affected parenting and early childhood education as an institution and consequently the educational cooperation between parents and teachers. Today, parents have more information about early childhood education and its importance to child development. The value of childhood was seen to have grown in each national context. The changes in educational cooperation were closely tied to the political, societal, and cultural changes in each national context.