Conference Agenda

I am investigating the quality of parent-teacher relationships in preschool education, seeking to understand what constitutes a “high-quality” partnership between parents and teachers and how it can be fostered. Strong home-school partnerships are widely recognized as crucial for young children’s development. International frameworks like NAEYC’s Developmentally Appropriate Practice emphasize engaging families as essential partners, and across Europe it is affirmed that parents are “the most important partners” in early education. Research consistently shows that positive parent-teacher relationships benefit children’s learning and well-being. Yet, my review found a gap: in my country (Taiwan), few studies examine preschool parent-teacher relationship quality, and those few often borrowed a business-oriented “customer relationship” model. This approach treats the teacher as a service provider and the parent as a customer, focusing narrowly on trust, satisfaction, and commitment. I argue that this is an inadequate lens for education. Parents and teachers are not in a buyer-seller relationship but rather are equal collaborators in supporting the child. The research question guiding my study is: What is the nature of a high-quality parent-teacher relationship in preschool, and how can we enhance it in practice?

In this proposal, I outline my objectives, which are threefold. First, I aim to clarify the concept and characteristics of parent-teacher relationship quality in the preschool context (i.e., what does “quality” mean in a parent-teacher partnership?). Second, I seek to identify the core dimensions of a high-quality parent-teacher relationship by analyzing real examples of positive parent-teacher interactions. Third, I plan to derive key factors or strategies for improving parent-teacher relationship quality in early childhood settings. Conceptually, I build on relationship quality theory (Crosby et al., 1990) while adapting it to the education context. Unlike a commercial relationship based on customer satisfaction, a quality parent-teacher relationship is grounded in mutual respect, emotional connection, and a shared commitment to the child’s growth. I also draw on prior research on family-school partnerships (e.g., Xu, 2008; Petrogiannis & Penderi, 2014) to frame my study. These works hint that elements like communication, trust, and shared goals are important, but a context-specific understanding for preschools is needed. Importantly, my study has an international dimension: the challenges and benefits of parent-teacher collaboration are relevant worldwide. European researchers have noted that despite diverse national contexts, fostering effective school-family relationships remains a common concern across countries. By examining this issue in an East-Asian context and reflecting on universal principles, I hope to contribute to the global conversation on improving home-school cooperation. This makes the work suitable for ECER, which values European and international perspectives.

In summary, this proposal presents a study that not only fills a local research gap but also resonates with broader efforts to strengthen parent-teacher partnerships internationally.

This study aimed to examine: (1) the implementation of culturally responsive teaching practices in an Indigenous preschool in Taiwan, and (2) Indigenous children’s childhood experiences from their own perspectives, including their family and preschool lives. From a historical perspective, the long-term impacts of colonialism have gradually weakened Indigenous peoples’ sense of self-identity and cultural consciousness. Scholars have argued that culturally responsive early childhood curricula constitute a critical starting point for reducing disparities between Indigenous and non-Indigenous children (Nguyen, 2011). However, existing literature remains limited in both depth and diversity regarding culturally responsive curricula for diverse populations, particularly Indigenous children (Durden, Escalante, & Blitch, 2015). Moreover, many early childhood educators working with Indigenous children lack sufficient cultural awareness and the capacity to implement culturally responsive teaching practices effectively (Brayboy & Maughan, 2009; Sleeter, 2011). Thus, this study selected an Indigenous preschool as a research site in Taiwan because it explicitly aims to sustain the children’s cultural value through its pedagogical practices. The findings can reveal how Indigenous knowledge can be respected, integrated, and sustained in early childhood education.

In addition, influenced by the growing field of childhood studies and the United Nations Convention on the Rights of the Child, scholars have increasingly emphasized the importance of recognizing children’s voices and employing methodologies that enable children to express their own experiences. Consequently, a growing body of research has explored children’s perspectives on school experiences (e.g., Hsieh, 2025; Pyle & Alaca, 2016). Nevertheless, studies that foreground the voices of Indigenous children remain extremely rare, and their perspectives have largely been marginalized or unheard (Kaplun et al., 2016; Trudgett & Grace, 2011). Given that the teachers in this Indigenous preschool sought to sustain Indigenous culture through their pedagogical approaches, it was particularly important to explore how children themselves perceived and interpreted their experiences of school and family life.

Accordingly, this study addressed the following research questions: (1) What culturally responsive teaching practices were implemented in an Indigenous preschool, including the integration of Indigenous knowledge into the curriculum, collaborative partnerships between teachers and parents, and the incorporation of Indigenous languages and multiliteracies into curricular activities? (2) What were Indigenous children’s childhood experiences, as expressed through their perspectives on preschool and family contexts?

The conceptual framework of this study consists of two key components. The first emphasizes the centrality of Indigenous cultural knowledge (Kitson & Bowes, 2010; Verron & Christie, 2007). Early childhood curricula for Indigenous children should be grounded in children’s lived experiences, perspectives, and ways of knowing, including knowledge derived from families and communities. Building trusting and collaborative relationships with parents, as well as integrating Indigenous languages and multiliteracies into the curriculum, are also essential (Kitson & Bowes, 2010; Long et al., 2013; Sisson et al., 2020). This component guided the analysis of culturally responsive curriculum practices.

The second component emphasizes listening to children’s voices. Children actively construct their lived experiences and are capable of articulating them in meaningful ways (Freeman & Mathison, 2009). Clark (2017) further argues that children’s perspectives should be taken seriously and given due consideration. Attending to children’s voices enables educators to critically reflect on educational practices and enhance the quality of early childhood education.

As Indigenous children constitute a minority group in Taiwanese society, their voices are often marginalized in educational research. By presenting a case of an Indigenous preschool that foregrounds Indigenous children’s perspectives, this study contributes to international discussions on culturally responsive pedagogy and children’s rights, aligning with European traditions in childhood studies that view children as social actors and uphold their right to participation and expression.