Parents as learning facilitators
The institutionalisation of parenthood in learning-centred collaboration between early childhood professionals and parents
DOI:
https://doi.org/10.7146/qs.v8i2.140958Keywords:
Early childhood, collaboration between daycare professionals and parents, early learning programmes, home learning, ethnographyAbstract
This paper examines the implications of various learning-centred initiatives for the relationship between early childhood education and care (ECEC) institutions and families in Denmark. Since the 1990s, promoting early learning has been a key objective for Danish ECEC institutions, reshaping the Danish social pedagogy tradition. Recently, early learning initiatives have become part of the collaboration with parents on so-called home learning. Based on ethnographic studies of such collaboration, I argue that the expansion of dominant early learning agendas from ECEC to families results in an institutionalisation of parenthood. The analysis shows that parents are expected to embrace a learning agenda promoted by ECEC professionals. They are appointed as learning facilitators who must strive to support early learning at home and improve their parenting skills. Furthermore, parents’ engagement in early learning is intertwined with the practical organisation of family life and with ideals of a good family and a good childhood.
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