Abstract
This qualitative case study explores Indian migrant parents' perceptions of their roles and responsibilities in relation to their children's early year education (ECE) in Australia. The study involves face to face in-depth interviews with a small sample of six parents who had migrated to Australia not more than five years ago and had children attending an Australian ECE. We explored their participation in their children's education, the factors that prevented or facilitated their engagement, including how they perceived their parental roles and responsibilities. A framework analysis of the data points to limited participation of the parents in their children's education in spite of several opportunities for involvement as they felt that their children's teachers had more power than them. In addition, the parents were not quite happy with the schools regarding behaviour management strategies the teachers employed for reducing children's misbehaviour. Based on the findings we argue for early childhood teachers to build effective partnerships between migrant parents and promote effective education for all children.
Highlights
Traditional thinking about child development and learning, positions the child at the centre of the world and removes the child from the cultural environment that influences their learning (Agbenyega, 2008; Fleer, 2006)
In filling some of these gaps, this study aims to explore the intercultural experiences of Indian migrant parents regarding their roles and responsibilities in their children's early childhood education (ECE)
Valuing Indian migrant parents' perspective will result in collaborative practices as they hold valuable information about the child and their involvement will help teachers tap this information, as children view the world through their interactions and experiences at home and at the early childhood setting (Elliott, 2005)
Summary
Traditional thinking about child development and learning, positions the child at the centre of the world and removes the child from the cultural environment that influences their learning (Agbenyega, 2008; Fleer, 2006). The Parent Teacher Association of Connecticut (2008) identifies “Parent involvement as the participation of parents in every facet of children's education and development from birth to adulthood, recognizing that parents are the primary influence in their children's lives” Building upon the above ideas, we recognise parental involvement as a continuous participation of parents in their children's holistic learning, linking cultural experiences to every facet of the child's learning. Parental involvement in a child's early education boosts the child's academic achievement and cognitive abilities and helps develop social and emotional strengths (Lynch, Anderson, Anderson & Shapiro, 2006) as teachers are able to effectively
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