Parental participation and connectedness through family social capital theory in the early childhood education community

References

• All European Academies. (2017). The European code of conduct for research integrity. Retrieved from http://www.allea.org/wp-content/uploads/2017/05/ALLEA-European-Code-of-Conduct-for-Research-Integrity-2017.pdf
   Google Scholar
• Arnstein, S. R. (1969). A ladder of citizen participation. Journal of the American Institute of Planners, 35(4), 216–14. https://doi.org/https://doi.org/10.1080/01944366908977225
   Web of Science ®Google Scholar
• Broekhuizen, M., Leseman, P., Moser, T., & Van Trijp, K. (2015). Stakeholders study: Values, beliefs and concerns of parents, staff and policy representatives regarding ECEC services in nine European countries: First report on parents. D 6.2. Retrieved from http://ecec-care.org/resources/publications/
   Google Scholar
• Coleman, J. S. (1988). Social capital in the creation of human capital. The American Journal of Sociology, 94(94), 95–120. https://doi.org/https://doi.org/10.1086/228943
   Web of Science ®Google Scholar
• Coleman, J. S. (1990). Foundations of Social Theory. Harvard University.
   Google Scholar
• Curry, K. A., & Holter, A. (2019). The influence of parent social networks on parent perceptions and motivation for involvement. Urban Education, 54(4), 535–563. https://doi.org/https://doi.org/10.1177/0042085915623334
   Web of Science ®Google Scholar
• Epstein, J. L. (1995). School/family/community partnerships. Phi Delta Kappan, 76(9), 701–712.
   Web of Science ®Google Scholar
• Epstein, J. L. (2010). School, Family, and Community Partnerships: Preparing Educators and Improving Schools. Westview Press. EBook ISBN 9780813391861.
   Google Scholar
• FNAE (Finnish National Agency for Education). (2016). The National Core Curriculum for Early Childhood Education and Care. Regulations and Guidelines: 10. Finnish National Agency for Education.
   Google Scholar
• Formosinho, J., & Passos, F. (2019). The development of a rights-based approach to participation: From peripheral involvement to central participation of children, parents and professionals. European Early Childhood Education Research Journal, 27(3), 305–317. https://doi.org/https://doi.org/10.1080/1350293X.2019.1600801
   Web of Science ®Google Scholar
• Garrity, S., & Canavan, J. (2017). Trust, responsiveness and communities of care: An ethnographic study of the significance and development of parent-caregiver relationships in irish early years settings. European Early Childhood Education Research Journal, (5), 1–21, Advance online publication. https://doi.org/https://doi.org/10.1080/1350293X.2017.1356546
   Google Scholar
• Heiskanen, N., Alasuutari, M., & Vehkakoski, T. (2019). Intertextual voices of children, parents, and specialists in individual education plans. Scandinavian Journal of Educational Research, 1–18. https://doi.org/https://doi.org/10.1080/00313831.2019.1650825
   Google Scholar
• Hu, B. Y., Zhou, Y., & Li, K. (2017). Variations in Chinese parental perceptions of early childhood education quality. European Early Childhood Education Research Journal, 25(4), 519–540. https://doi.org/https://doi.org/10.1080/1350293X.2017.1331066
   Web of Science ®Google Scholar
• Hujala, E. (1999). Challenges of Childhood Education in a Changing Society. In C. H. Keng, F. Haron, M. Dhamotharan, & A. Bala (Eds.), Excellence in Early Childhood Education (pp. 133–151). Pelanduk.
   Google Scholar
• Janssen, J., & Vandenbroeck, M. (2018). (De)constructing parental involvement in early childhood curricular frameworks. European Early Childhood Education Research Journal, 26(6), 813–832. https://doi.org/https://doi.org/10.1080/1350293X.2018.1533703
   Web of Science ®Google Scholar
• Kekkonen, M. (2009). Vanhempien näkemyksiä varhaiskasvatuksen kehittämiseksi. [Parents’ Perceptions to Develop Early Childhood Education.]. In J. Lammi-Taskula, S. Karvonen, & S. Ahlström (Eds.), Lapsiperheiden hyvinvointi (pp. 162–171). Terveyden ja hyvinvoinnin laitos.
   Google Scholar
• Keyes, C. R. (2002). A way of thinking about parent/teacher partnerships for teachers. International Journal of Early Years Education, 10(3), 177–191. https://doi.org/https://doi.org/10.1080/0966976022000044726
   Google Scholar
• Krieg, S., & Curtis, D. (2017). Involving parents in early childhood research as reliable assessors. European Early Childhood Education Research Journal, 25(5), 717–731. https://doi.org/https://doi.org/10.1080/1350293X.2017.1356601
   Web of Science ®Google Scholar
• Kumpulainen, K., Krokfors, L., Lipponen, L., Tissari, V., Hilppö, J., & Rajala, A. (2010). Learning Bridges. In Toward Participatory Learning Environments. University Print.
   Google Scholar
• Kuusisto, A., & Lamminmäki-Vartia, J. (2012). Moral foundation of the kindergarten teacher’s educational approach: self-reflection facilitated educator response to pluralism in educational context. Education Research International, 2012,1–13. https://doi.org/https://doi.org/10.1155/2012/303565
   Google Scholar
• Lastikka, A -L. (2019). Culturally and linguistically diverse children’s and families’ experiences of participation and inclusion in the Finnish early childhood education and care. University of Helsinki. http://urn.fi/URN:NBN:fi-fe2019102835162
   Google Scholar
• Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2006). Methods in educational research: From theory to practice. Jossey-Bass.
   Google Scholar
• McGrath, W. H. (2007). Ambivalent partners: power, trust, and partnership in relationships between mothers and teachers in a full-time child care center. Teachers College Record, 109(6), 1401–1422.
   Web of Science ®Google Scholar
• Miller, K., Hilgendorf, A., & Dilworth-Bart, J. (2014). Cultural capital and home–school connections in early childhood. Contemporary Issues in Early Childhood, 15(4), 329–345. https://doi.org/https://doi.org/10.2304/ciec.2014.15.4.329
   Google Scholar
• Moorman Kim, E., Coutts, M. J., Holmes, S. R., Sheridan, S. M., Ransom, K. A., Sjuts, T. M., & Rispoli, K. M. (2012). Parent involvement and family-school partnerships: examining the content, processes, and outcomes of structural versus relationship-based approaches. The Nebraska Center for Research on Children, Youth, Families and Schools. Working Paper 6. http://cyfs.unl.edu/resources/downloads/working-papers/CYFS_Working_Paper_2012_6.pdf
   Google Scholar
• Ojala, M. (2000). Parent and teacher expectations for developing young children: A crosscultural comparison between Ireland and Finland. European Early Childhood Education Research Journal, 8(2), 39–61. https://doi.org/https://doi.org/10.1080/13502930085208561
   Google Scholar
• Onyx, J., & Bullen, P. (2000). Measuring social capital in five communities. The Journal of Applied Behavioral Science, 36(1), 23–42. https://doi.org/https://doi.org/10.1177/0021886300361002
   Google Scholar
• Polat, Ö., & Bayindir, D. (2020). The relation between parental involvement and school readiness: The mediating role of preschoolers’ self-regulation skills. Early Child Development and Care, 1–16. https://doi.org/https://doi.org/10.1080/03004430.2020.1806255
   Google Scholar
• Powell, D. R., Son, S.-H., File, N., & San Juan, R. R. (2010). Parent-school relationships and children’s academic and social outcomes in public school pre-kindergarten. Journal of School Psychology, 48(4), 269–292. https://doi.org/https://doi.org/10.1016/j.jsp.2010.03.002
   PubMed Web of Science ®Google Scholar
• Purola, K. (2011). Päiväkodin vanhempien, kasvattajien ja johtajan sekä VKK-Metron toimijoiden näkemyksiä vanhempien osallisuudesta päivähoidon toiminnassa. [Parents’, Daycare Personel´s, Leaders’ and VKK-Metro Actives’ Perceptions on Parents’ Involvement in Day Care]. Pro-gradu tutkielma. Helsingin yliopisto.
   Google Scholar
• Putnam, R. (1993). Making democracy work: Civic traditions in modern Italy. University Press.
   Google Scholar
• Putnam, R. (1994). Bowling alone. Democracy in America at the end of the twentieth century. Paper presentation at the nobel symposium democracy’s victory and crisis, Uppsala Sweden.
   Google Scholar
• Putnam, R. (1995). Tuning in tuning out; the strange disappearance of social capital in America. Political Science and Politics, 28(04), 664–683. https://doi.org/https://doi.org/10.1017/S1049096500058856
   Google Scholar
• Putnam, R. D. (2000). Bowling alone. The Collapse and Revival of American Community. Simon & Schuster.
   Google Scholar
• Reedy, C. K., & McGrath, W. H. (2010). Can you hear me now? staff–parent communication in child care centres. Early Child Development and Care, 180(3), 347–357. https://doi.org/https://doi.org/10.1080/03004430801908418
   Google Scholar
• Rissanen, I., Kuusisto, E., & Kuusisto, A. (2016). Developing teachers’ intercultural sensitivity: case study on a pilot course in finnish teacher education. Teaching and Teacher Education, 59(2016), 446–456. https://doi.org/https://doi.org/10.1016/j.tate.2016.07.018
   Web of Science ®Google Scholar
• Rouse, E., & O’Brien, D. (2017). Mutuality and reciprocity in parent–teacher relationships: understanding the nature of partnerships in early childhood education and care provision. Australasian Journal of Early Childhood, 42(2), 45–52. https://doi.org/https://doi.org/10.23965/AJEC.42.2.06
   Web of Science ®Google Scholar
• Rowe, F., & Stewart, D. (2009). Promoting connectedness through whole school approaches: A qualitative study. Health Education, 109(5), 396–413. https://doi.org/https://doi.org/10.1108/09654280910984816
   Google Scholar
• Sergiovanni, T. J. (1999). Building Community in Schools. Jossey-Bass.
   Google Scholar
• Shaeffer, S. (1999). Community Partnership in Early Childhood Care and Development. In C. H. Keng, F. Haron, M. Dhamotharan, & A. Bala (Eds.), Excellence in Early Childhood Education (pp. 201–229). Pelanduk.
   Google Scholar
• Shier, H. (2001). Pathways to participation: openings, opportunities and obligations. A new model for enhancing children’s participation in decision-making, in line with article 12.1 of the United Nations convention on the rights of the child. Children & Society, 15(2), 107–117. https://doi.org/https://doi.org/10.1002/chi.617
   Google Scholar
• Smyth, C. (2017). Maximising advantage in the preschool years: parents’ resources and strategies. Australasian Journal of Early Childhood, 42(3), 65–72. https://doi.org/https://doi.org/10.23965/AJEC.42.3.08
   Web of Science ®Google Scholar
• Souto-Manning, M., & Swick, K. J. (2006). Teachers’ beliefs about parent and family involvement: rethinking our family involvement paradigm. Early Childhood Education Journal, 34(2), 187–193. https://doi.org/https://doi.org/10.1007/s10643-006-0063-5
   Web of Science ®Google Scholar
• Sylva, K., Scott, S., Totsika, V., Ereky-Stevens, K., & Crook, C. (2008). Training parents to help their children read: A randomized control trial. British Journal of Educational Psychology, 78(3), 435–455. https://doi.org/https://doi.org/10.1348/000709907X255718
   PubMed Web of Science ®Google Scholar
• Tayler, C., McArdle, F., Richer, S., Brennan, C., & Weier, K. (2006). Learning partnership with parents of young children: studying the impact of a major festival of early childhood in Australia. European Early Childhood Education Research Journal, 14(2), 7–19. https://doi.org/https://doi.org/10.1080/13502930285209881
   Google Scholar
• Van Laere, K., Van Houtte, M., & Vandenbroeck, M. (2018). Would it really matter? the democratic and caring deficit in ‘parental involvement’. European Early Childhood Education Research Journal, 26(2), 187–200. https://doi.org/https://doi.org/10.1080/1350293X.2018.1441999
   Web of Science ®Google Scholar
• Venninen, T., & Purola, K. (2013). Educators’ View on Parents’ participation on three different identified levels. Journal of Early Childhood Education Research, 2(1), 48–62.
   Google Scholar
• Yngvesson, T., & Garvis, S. (2019). Preschool and home partnerships in Sweden, what do the children say?. Early Child Development and Care, 1–15. https://doi.org/https://doi.org/10.1080/03004430.2019.1673385
   Google Scholar
• Zhang, Q. (2015). Defining ‘Meaningfulness’: enabling preschoolers to get the most out of parental involvement. Australasian Journal of Early Childhood, 40(4), 112–120. https://doi.org/https://doi.org/10.1177/183693911504000414
   Web of Science ®Google Scholar