Education inspections of early learning and care settings in the Republic of Ireland, an exploratory study regarding the processes and practices of parental engagement and involvement

The study aimed to identify what worked well, barriers and challenges and, lastly, the mechanisms to further support and include parents. The findings highlight a shared appreciation of the importance of parental engagement and involvement. Variations in the practices of informing and involving parents in learning were noted.

Alongside this, parents appeared not to be commonly involved in decision-making processes around learning, in ELC setting reviews and evaluations. This was at odds with parents’ genuine interest in being involved and gaining knowledge about quality early childhood education parameters. The perspectives held by educators and parents about each other and their respective roles appeared to be one of the main barriers.

These findings have implications for policy and practice in developing approaches to parental engagement and involvement in learning in ELC settings and in inspection processes, that acknowledge the pivotal importance of the role of educators and that also affirm and respect parents’ unique knowledge of their own children and their role as primary educators for their children.<br><br>