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Mapping Parents’ Movements and Interaction: Reconceptualizing Parent Support

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Comparative Early Childhood Education Services

Part of the book series: Critical Cultural Studies of Childhood ((CCSC))

Abstract

Early Childhood Education and Care (ECEC) centers are often considered solely as child spaces, child places, and child-focused environments. As discussed in chapter 1, we argue that ECEC services are uniquely positioned to provide quality ECEC and to support parents, whānau (extended family), and families. Internationally, ECEC services have been trialing innovative and inclusive programs that position the child and their families and whānau as important partners in supporting the learning and growth of children and the resilience of the family and whānau (Dalli, 1997; Hayden, 2002; Hayden & Macdonald, 2000; Munford, Sanders, Maden, & Maden, 2007; Shulruf, 2005; Whalley, 1999, 2006). These models and initiatives have included parents and family members as integral to the ECEC setting, and the benefits of such initiatives are beginning to be recognized by governments, as well as by communities themselves (see also chapters 4, 5, 6, and chapter 11 in this volume for further discussions of these themes).

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Notes

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Authors
  1. Judith Duncan
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  2. Sarah Te One
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  3. Maureen Thomas
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Editor information

Editors and Affiliations

  1. School of Māori, Social and Cultural Studies in Education, University of Canterbury College of Education, Christchurch, New Zealand

    Judith Duncan (Associate Professor in Education) (Associate Professor in Education)

  2. Victoria University of Wellington, New Zealand

    Sarah Te One (Lecturer) (Lecturer)

Copyright information

© 2012 Judith Duncan and Sarah Te One

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Duncan, J., Te One, S., Thomas, M. (2012). Mapping Parents’ Movements and Interaction: Reconceptualizing Parent Support. In: Duncan, J., One, S.T. (eds) Comparative Early Childhood Education Services. Critical Cultural Studies of Childhood. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137016782_2

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