Overview
- This book is open access, which means that you have free and unlimited access
- Presents a critical comparison of theories used in early childhood education
- Offers empirical illustrations of parental collaboration from different regions of the world
- Addresses theoretical and blind spots that resonate for researchers, practitioners, and policy makers
Part of the book series: International Perspectives on Early Childhood Education and Development (CHILD, volume 40)
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Table of contents (13 chapters)
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Front Matter
Keywords
- Open Access
- Parental involvement
- Parental engagement
- Families in education
- Democracy deficit
- Cultural-historical wholeness approach
- Bronfenbrenner's ecological system theory
- Theoretical models of Epstein and Hornby
- Theory of social capital
- Bourdieu's social theory
- Theory of discourse
- Narrative inquiry
- Quality
- Theory of practice architectures
- Partnership in education
- Intergenerational
- Posthumanism
- Political will
- Indegenious
- Child
About this book
This open access book provides a critical, thought-provoking, and stimulating overview of theories applied worldwide to conceptualise collaborations between early childhood education and children's families. The book starts with a critical reflection on the colonial undertones of parental involvement (PI) and acknowledges a strong political will to improve this aspect of early childhood education and care. The chapters in the book describe and discuss various theories, including the cultural historical wholeness approach, Bronfenbrenner's ecology of human development, the theory of social capital, the theory of collaboration, family-school partnership models proposed by Epstein and Hornby, Bourdieu's social theory, the theory of practice architectures, the discourse/narrative theory, and posthumanism. By proposing the concept of more-than-parents, the authors aim to embrace both the diversity of intergenerational family configurations and the agency of materiality, artifacts, and the involvement of more-than-human actors.
Editors and Affiliations
About the editors
Alicja R. Sadownik, PhD – associate professor at the Kindergarten Knowledge Center at Western Norway University of Applied Sciences. She conducts research on childhood(s), early childhood education settings and parental cooperation in the context of migration and socio-cultural diversity. Her research interests also include local and international educational policies, such as conditions for high quality of ECE services, parental and caregivers’ involvement, and the good life of children.
Adrijana Višnjić Jevtić, PhD - assistant Professor at the Department of Early Childhood Education, Faculty of Teacher Education, University of Zagreb. During the last ten years, she has been developing and organizing professional development programs for early childhood teachers in Croatia and Europe. Her research interests include early childhood education, cooperation between families and educational institutions, and early childhood teachers’ competences and professionalism. She is a member of OMEP, EECERA and TACTYC.
Bibliographic Information
Book Title: (Re)theorising More-than-parental Involvement in Early Childhood Education and Care
Editors: Alicja R. Sadownik, Adrijana Višnjić Jevtić
Series Title: International Perspectives on Early Childhood Education and Development
DOI: https://doi.org/10.1007/978-3-031-38762-3
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2023
Hardcover ISBN: 978-3-031-38761-6Published: 25 August 2023
Softcover ISBN: 978-3-031-38764-7Published: 25 August 2023
eBook ISBN: 978-3-031-38762-3Published: 24 August 2023
Series ISSN: 2468-8746
Series E-ISSN: 2468-8754
Edition Number: 1
Number of Pages: XXI, 203
Number of Illustrations: 1 b/w illustrations
Topics: Early Childhood Education, Education, general, Children, Youth and Family Policy, International and Comparative Education, International and Comparative Education