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<p>This paper challenges dominant paradigms of parent partnerships in early childhood education, critiquing the tendency to instrumentalise these relationships as mechanisms for improving children’s outcomes to ensure their contribution to society in the future. While children’s outcomes are undeniably important, framing partnerships solely through this lens risks undermining authentic engagement with parents, particularly when they feel judged for their child’s learning and/or behaviour. We argue for a shift from conversations that can be transactional and outcomes-driven to connections that are relational and human-centred, recognising parents and children as individuals who bring unique strengths and voices to the partnership. Drawing on Buber’s (<CitationRef CitationID="CR11">1937</CitationRef>) I–Thou philosophy, we propose that genuine connection—where both educator and parent “show up” in mutual presence—creates a relational space that transcends individual roles and fosters deeper understanding. We situate this argument within the Australian policy context and challenge deficit-based interpretations that marginalize families. This paper advocates for reimagining parent partnerships not as tools for economic development, but as meaningful encounters that honour the uniqueness and shared humanity of all involved (children, parents and educators) to develop diverse approaches to building parent partnerships in early childhood education. This paper offers a theoretical and practical foundation for educators to foster inclusive, democratic relationships that honour diversity and transform everyday practice with children and parents in early childhood settings.</p>

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From Conversation to Connection: The Power of Diverse Approaches to Building Parent Partnerships in Early Childhood Education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月28日

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  • Fay Hadley,
  • Elizabeth Rouse

摘要

This paper challenges dominant paradigms of parent partnerships in early childhood education, critiquing the tendency to instrumentalise these relationships as mechanisms for improving children’s outcomes to ensure their contribution to society in the future. While children’s outcomes are undeniably important, framing partnerships solely through this lens risks undermining authentic engagement with parents, particularly when they feel judged for their child’s learning and/or behaviour. We argue for a shift from conversations that can be transactional and outcomes-driven to connections that are relational and human-centred, recognising parents and children as individuals who bring unique strengths and voices to the partnership. Drawing on Buber’s (1937) I–Thou philosophy, we propose that genuine connection—where both educator and parent “show up” in mutual presence—creates a relational space that transcends individual roles and fosters deeper understanding. We situate this argument within the Australian policy context and challenge deficit-based interpretations that marginalize families. This paper advocates for reimagining parent partnerships not as tools for economic development, but as meaningful encounters that honour the uniqueness and shared humanity of all involved (children, parents and educators) to develop diverse approaches to building parent partnerships in early childhood education. This paper offers a theoretical and practical foundation for educators to foster inclusive, democratic relationships that honour diversity and transform everyday practice with children and parents in early childhood settings.