Capturing the Complexities of Collaborative Partnerships in Early Childhood Through Metaphor.
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| Title: | Capturing the Complexities of Collaborative Partnerships in Early Childhood Through Metaphor. |
|---|---|
| Authors: | Mason, Kathryn1 (AUTHOR) kathryn.mason@usq.edu.au, Brown, Alice1 (AUTHOR) Alice.Brown@usq.edu.au, Carter, Susan1 (AUTHOR) Susan.Carter@usq.edu.au |
| Source: | Early Childhood Education Journal. Jan2025, Vol. 53 Issue 1, p221-231. 11p. |
| Subject Terms: | *Early childhood education, *Curriculum implementation, *Family services, *Child development, Quality of service |
| Abstract: | Within an early childhood setting strong collaborative partnerships between the service and the family are critical to the success of a child's development and learning. Collaborative interactions with families are considered indicators of quality within early childhood services. Whilst the value and importance of collaborative partnerships are widely agreed upon, the plethora of terms utilised to describe collaborative partnerships, and the multitude of models for its enactment have muddied the waters for successful interpretation and application in practice. This paper employs metaphor as a way of creating conceptual clarity of the complex issues surfaced in the literature related to collaborative partnerships and their intended implementation in curriculum and policy, and what practices occur in services globally. Findings highlight a mismatch between discourse and practice and elucidate the missed opportunities for collaborative partnerships towards improving service quality. Insights identified in this paper are relevant to the early childhood sector, highlighting a call for further clarity and interpretation of the term and mechanisms of quality collaborative partnership to inform practices in the field. This paper suggests new ways of thinking that rupture taken for granted viewpoints, offering the metaphor of a tandem bicycle to reflect the collaborative partnership between educators and families. This article provides a powerful provocation for the early childhood field to encourage reflection and refinement to existing conceptualisations of family-educator relationships. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 182323822 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Capturing the Complexities of Collaborative Partnerships in Early Childhood Through Metaphor. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mason%2C+Kathryn%22">Mason, Kathryn</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> kathryn.mason@usq.edu.au</i><br /><searchLink fieldCode="AR" term="%22Brown%2C+Alice%22">Brown, Alice</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Alice.Brown@usq.edu.au</i><br /><searchLink fieldCode="AR" term="%22Carter%2C+Susan%22">Carter, Susan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Susan.Carter@usq.edu.au</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Jan2025, Vol. 53 Issue 1, p221-231. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+implementation%22">Curriculum implementation</searchLink><br />*<searchLink fieldCode="DE" term="%22Family+services%22">Family services</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br /><searchLink fieldCode="DE" term="%22Quality+of+service%22">Quality of service</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Within an early childhood setting strong collaborative partnerships between the service and the family are critical to the success of a child's development and learning. Collaborative interactions with families are considered indicators of quality within early childhood services. Whilst the value and importance of collaborative partnerships are widely agreed upon, the plethora of terms utilised to describe collaborative partnerships, and the multitude of models for its enactment have muddied the waters for successful interpretation and application in practice. This paper employs metaphor as a way of creating conceptual clarity of the complex issues surfaced in the literature related to collaborative partnerships and their intended implementation in curriculum and policy, and what practices occur in services globally. Findings highlight a mismatch between discourse and practice and elucidate the missed opportunities for collaborative partnerships towards improving service quality. Insights identified in this paper are relevant to the early childhood sector, highlighting a call for further clarity and interpretation of the term and mechanisms of quality collaborative partnership to inform practices in the field. This paper suggests new ways of thinking that rupture taken for granted viewpoints, offering the metaphor of a tandem bicycle to reflect the collaborative partnership between educators and families. This article provides a powerful provocation for the early childhood field to encourage reflection and refinement to existing conceptualisations of family-educator relationships. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=182323822 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10643-023-01580-x Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 221 Subjects: – SubjectFull: Early childhood education Type: general – SubjectFull: Curriculum implementation Type: general – SubjectFull: Family services Type: general – SubjectFull: Child development Type: general – SubjectFull: Quality of service Type: general Titles: – TitleFull: Capturing the Complexities of Collaborative Partnerships in Early Childhood Through Metaphor. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Mason, Kathryn – PersonEntity: Name: NameFull: Brown, Alice – PersonEntity: Name: NameFull: Carter, Susan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10823301 Numbering: – Type: volume Value: 53 – Type: issue Value: 1 Titles: – TitleFull: Early Childhood Education Journal Type: main |
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