Trust in the educational partnership narrated by parents of a child with challenging behaviour

Abstract

ABSTRACT This study examined trust in educational partnership in the context of early childhood education and care (ECEC) in Finland, from the viewpoint of parents of a child with challenging behaviour. Typically, such children have difficulties in regulating their behaviour and emotions. Semi-structured interviews with 23 parents were content-analysed in a narrative framework. The analysis revealed two critical elements of trust in educational partnership: (1) Child well-being in the day care centre, and (2) a supportive parent–educator relationship and collaboration. Critical factors in the first element of trust were educators’ respectful and good-quality relationships with the child and fair and meaningful pedagogical practices. The second element of trust included educators’ support of parents as capable mothers and fathers, and encouragement of parents as active partners in the educational partnership. These findings enrich understanding of the development of trust in educational partnership when working with the parents of a child with challenging behaviour