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Mötet mellan föräldraansvar och förskollärarkompetens - föräldrasamverkan i förskolan
Mälardalen University, School of Education, Culture and Communication. (Barn och Unga i Skola och Samhälle (BUSS))ORCID iD: 0000-0002-1349-5626
2020 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The overall aim of this thesis is to explore the experience of parental collaboration in preschool, by addressing preschool teachers’ competence and parental responsibility as described by preschool teachers and parents. The results are based on in-depth interviews with 30 preschool teachers and 10 parents. Data were gathered and analysed by means of conventional content analysis and constructivist grounded theory (CGT). The empirical material is presented in four articles. The first article focuses on preschool teachers’ approaches when professionally supporting parents, in relation to various views of children, parents and childrearing. The second article describes and analyses preschool teachers’ views on teachers’ professional competence, in the context of home and preschool collaboration. The third article explores parents’ perspectives on, and experiences of, home and preschool collaboration. The fourth article focuses on how parents perceive the process of building good relationships with preschool practitioners. Finally, all four articles are analysed as a whole to provide a synthesis of the findings and the knowledge acquired about home and preschool collaboration in a Swedish context.

The findings demonstrate that both preschool teachers and parents value parental collaboration in the preschool. They also emphasize the importance of developing and strengthening the relationship between home and preschool. However, preschool teachers and parents approach collaboration from different starting points and perspectives. Preschool teachers endeavour to support parents in their parental role and consciously work to familiarize parents with their professional skills as regards children's learning and the content of the preschool curriculum. Parents, on the other hand, strive to shoulder their parental responsibilities by `remote parenting´, when persuading preschool practitioners to both `indivisualize´ and `individualize´ preschool practice. Time, continuity, and recognition are seen as central to building secure and authentic relationships. The results demonstrate the importance of preschool teachers critically examining the content expressed in the meeting between them and parents, as well as endeavouring to create preconditions for practical relationship building and collaboration in the preschool. Weak or non-existent relationships not only contribute to weakening parental participation and parental familiarity with the preschool, but also make it more difficult for guardians to exercise their legal parental responsibilities and support their child.

Place, publisher, year, edition, pages
Västerås: Mälardalen University , 2020.
Series
Mälardalen University Press Dissertations, ISSN 1651-4238 ; 321Mälardalen Studies in Educational Sciences ; 47
Keywords [sv]
förskola, hem, samverkan, föräldrar, förskollärare
National Category
Social Sciences Educational Sciences
Research subject
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-50103ISBN: 978-91-7485-481-7 (print)OAI: oai:DiVA.org:mdh-50103DiVA, id: diva2:1473210
Public defence
2020-11-27, Delta, Mälardalens högskola, Västerås, 13:15 (Swedish)
Opponent
Supervisors
Projects
Lärarkompetens i förändring - en studie om lärarkompetens i förskolan (Dnr 721-2007-3200)
Funder
Swedish Research Council, 721-2007-3200Available from: 2020-10-06 Created: 2020-10-05 Last updated: 2020-11-06Bibliographically approved
List of papers
1. Preschool teachers' views on competence in the context of home and preschool collaboration
Open this publication in new window or tab >>Preschool teachers' views on competence in the context of home and preschool collaboration
2014 (English)In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, ISSN 0300-4430, Vol. 184, no 1, p. 149-159Article in journal (Refereed) Published
Abstract [en]

The purpose of this article is to analyse and discuss preschool teachers' views regarding competence within their profession in the context of home and preschool collaboration. The question addressed is as follows: In what situations do preschool teachers perceive that their competence becomes visible for parents? The results, based on interviews with 30 preschool teachers, show that preschool teachers work consciously to draw attention to specific competencies related to children's learning and development and the preschool curriculum. The ability to establish dialogue with parents and gain their trust is seen as particularly important for establishing and maintaining collaboration between preschool and the home. Furthermore, the participants recognise that parents seek their competence in daily matters concerning the child's well-being. The competencies that preschool teachers emphasise and those they believe parents ask for do not, therefore, always coincide. The results of this study can contribute to a better understanding of the prerequisites for preschool–home collaboration.

National Category
Pedagogy
Identifiers
urn:nbn:se:mdh:diva-24021 (URN)10.1080/03004430.2013.773992 (DOI)2-s2.0-84889242739 (Scopus ID)
Projects
Lärarkomptenes i förändring. En studie om lärarkompetens i förskolan.
Funder
Swedish Research Council
Available from: 2013-12-26 Created: 2013-12-26 Last updated: 2020-10-05Bibliographically approved
2. It´s in my interest to collaborate …´- parents´ view on the process of interacting and building relationships with preschool practitioners in Sweden.
Open this publication in new window or tab >>It´s in my interest to collaborate …´- parents´ view on the process of interacting and building relationships with preschool practitioners in Sweden.
2021 (English)In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 191, no 16, p. 2532-2544Article in journal (Refereed) Published
Abstract [en]

This article aims to explore parents’ perspectives on, and experiences of, home and preschool collaboration in a Swedish context. The research question is: How do parents perceive the process of building good relationships with preschool practitioners? The data consist of interviews with 10 parents with one or more children attending preschool. The research process follows the procedures significant to constructivist grounded theory. In the results, parents stress the necessity of continuity in building trusting and authentic relationships with preschool practitioners in order to shoulder parental responsibilities from afar and facilitate children’s well-being, development and learning at preschool. Parents attempt to create prerequisites for collaboration when choosing a preschool. The relationship-building process is described in different ways; some see it as effortless, while others see it as a struggle.

Keywords
parent, preschool, collaboration, relationship, constructivist grounded theory
National Category
Social Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-50018 (URN)10.1080/03004430.2020.1722116 (DOI)000512520500001 ()2-s2.0-85078978509 (Scopus ID)
Available from: 2020-09-11 Created: 2020-09-11 Last updated: 2021-12-16Bibliographically approved
3. "Remote parenting': parents' perspectives on, and experiences of, home and preschool collaboration
Open this publication in new window or tab >>"Remote parenting': parents' perspectives on, and experiences of, home and preschool collaboration
2018 (English)In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 26, no 2, p. 201-211Article in journal (Refereed) Published
Abstract [en]

This article explores parents' perspectives on, and experiences of, home and preschool collaboration. The data consist of in-depth interviews with 10 parents with one or several children attending preschool. The research process of gathering and analyzing data follows the procedures of constructivist grounded theory. The results show how parents seek to practice remote parenting' in order to shoulder their parental responsibilities for their child's well-being and care while they are away from their child. Parents approach situations they find difficult at preschool in different ways, including staying in the preschool and appreciating the collaboration with practitioners, working for change, coping with the situation, or changing preschools. Parents' experiences of home and preschool collaboration differ in significant ways, and there is, therefore, a need to visualize and discuss norms and values that shape the conditions for parental collaboration. The results might be useful for stakeholders and policy-makers on different levels.

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2018
Keywords
Home, preschool, collaboration, care, parenting
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-39076 (URN)10.1080/1350293X.2018.1442005 (DOI)000429033300005 ()2-s2.0-85043685807 (Scopus ID)
Available from: 2018-04-26 Created: 2018-04-26 Last updated: 2020-10-05Bibliographically approved
4. Supporting Parents in their Parental Role: Approaches Practiced by Preschool Teachers in Preschool
Open this publication in new window or tab >>Supporting Parents in their Parental Role: Approaches Practiced by Preschool Teachers in Preschool
2010 (English)In: International Journal about Parents in Education, E-ISSN 1973-3518, Vol. 4, no 1, p. 65-75Article in journal (Refereed) Published
Abstract [en]

The purpose of this paper is to analyze and discuss preschool teachers’ supportive approaches when supporting parents within their profession. Questions addressed are; what kind of supporting approaches do preschool teachers practice to strengthen parents in their parental role? Which theoretical frameworks do preschool teachers use when supporting parents in their parental role? Results, based on interviews with 30 preschool teachers in Sweden, show that the participating preschool teachers share an ambition to support and strengthen parents in their parental role. To do so preschool teachers practice and use different approaches - the teambuilding-, the reflective-, the expert-, the delimited- and the personal approach. The approaches used in practice do not, however, always serve their purpose, but on the contrary, preschool teachers may weaken parents’ self-efficacy. The different approaches also show that preschool teachers not always “preach as they teach”, using different theoretical perspectives in their collaboration with parents as they do in their own practice at preschool. The results from this study are important to reach a deeper understanding for underlying factors, as e. g. different views of children, in preschool andhome collaboration.

Keywords
Preschool, home, collaboration, competence, parenthood
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-24020 (URN)
Projects
Lärarkompetens i förändring. En studie om lärarkompetens i förskolan.
Funder
Swedish Research Council
Available from: 2013-12-26 Created: 2013-12-26 Last updated: 2023-12-21Bibliographically approved

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