‘We grow together.’ Parent participation in an early childhood care and education centre

Abstract

Background: The importance of parental involvement in children’s education, from the start, has been established by global research. Despite this rhetoric, there is limited research in South African Early Childhood Care and Education (ECCE) centres that explore how parents can participate democratically in early education, especially in areas of low-socio-economic standing.

Aim: The aim and objective of this study were to explore parents’ and teachers’ understanding and experiences of parent participation in one ECCE centre in Lavender Hill, Cape Town.

Setting: The research was conducted with the parents and teachers in one ECCE centre in Lavender Hill, Cape Town, South Africa.

Methods: This interpretive, qualitative research provided opportunities to give voice to all participants through semi-structured interviews, analysis of school documents, appreciative inquiry and parent journaling. Reflexive thematic analysis was employed to interpret the data.

Results: The rich data collected provided a platform for open dialogue, allowing stakeholders in the setting to listen to one another fostering meaningful connections and empowerment within the community. The findings revealed the importance of promoting parent agency through participation, which strengthens community ties and social cohesion.

Conclusion: Parents want to have an impact on the ECCE centre and are interested in their children’s lives within the setting. Meaningful participation and collaboration support individuals as a community of practice, which has the potential to influence the broader community surrounding the centre.

Contribution: The ongoing research impact focusses on co-constructing an ongoing, iterative and democratic model of parent participation.