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  • "The article will focus on the parentpractitioner interaction in the context of the educational conversations in a Finnish day care centre. The National Curriculum Guidelines in Finland seek to emphasise a new approach - referred to as early childhood education and care partnership - which involves participation that goes further than co-operation. The journey from co-operation to early childhood education and care partnership requires mutual, continuous and committed interaction in all matters concerning the child. The experience of being heard and mutual respect are essential for attaining shared understanding. In developing the partnership practices the conversations between the parents and the practitioners emerge as the key arenas. The task of the research described in the article was to discover how partnership is generated via the conversations between the parents and the practitioners. Special attention was paid to the issues discussed by the parents and the practitioners in the conversations; the course of the conversation; as well as to the roles the parents and the practitioners present in the conversations. The childspecific conversations (18) to be examined concerned the conversations between the parents of the 10 children and the day care professionals. The conversations took place in authentic co-operative situations." (author's abstract) (xsd:string)
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?:dateModified
  • 2006 (xsd:gyear)
?:datePublished
  • 2006 (xsd:gyear)
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  • true (xsd:boolean)
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  • en (xsd:string)
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  • 1 (xsd:string)
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  • The significance of parent-practitioner interaction in early childhood education (xsd:string)
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?:publicationType
  • Zeitschriftenartikel (xsd:string)
  • journal_article (en)
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  • GESIS-SSOAR (xsd:string)
  • In: Zeitschrift für qualitative Bildungs-, Beratungs- und Sozialforschung, 7, 2006, 1, 7-24 (xsd:string)
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?:urn
  • urn:nbn:de:0168-ssoar-278130 ()
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  • 7 (xsd:string)