Partnerships or relationships: The perspectives of families and educators

Susanne Rogers, Susan Dockett, Bob Perry

Research output: Book chapter/Published conference paperChapter (peer-reviewed)

Abstract

This chapter examines the perspectives of both adult family members and educators on the establishment of partnerships as children living in complex circumstances make the transition to school. Policies and frameworks relating to the education and care of children and young people frequently identify the importance of partnerships among schools, families and communities. However, these same documents rarely consider issues of context and diversity. The study, undertaken in Australia, analysed the perspectives of family members and educators on the establishment of family-educator partnerships as a new policy relating to starting school was implemented as a state government initiative. While various national policies and local department documents identified the importance of family-educator partnerships, the expectations and aspirations of families and educators placed emphasis on relationships of mutual trust and respect.
Original languageEnglish
Title of host publicationFamilies and transition to school
EditorsSue Dockett, Wilfried Griebel, Bob Perry
Place of PublicationCham, Switzerland
PublisherSpringer
Chapter16
Pages243-257
Number of pages15
Edition1st
ISBN (Electronic)9783319583297
ISBN (Print)9783319583273
DOIs
Publication statusPublished - 2017

Publication series

Name International Perspectives on Early Childhood Education and Development
Volume21

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Cite this

Rogers, S., Dockett, S., & Perry, B. (2017). Partnerships or relationships: The perspectives of families and educators. In S. Dockett, W. Griebel, & B. Perry (Eds.), Families and transition to school (1st ed., pp. 243-257). ( International Perspectives on Early Childhood Education and Development ; Vol. 21). Springer. https://doi.org/10.1007/978-3-319-58329-7_16