Purpose
The report investigates the perspectives of a sample of professionals (mid-level managers, educators, teachers, and social workers) and parents on questions of well-being, and links these to the themes of: children’s sense of community, bullying and marginalising group dynamics, as well as the importance of children’s language for their participation in the kindergarten environment. The report focuses specifically on parents’ and professionals’ collaboration on children’s social well-being, and what is at stake for them when children are struggling. The research questions are: 1) What opportunities and barriers exist for establishing a collaboration that parents and professionals perceive as benefiting children’s social well-being and development? 2) How is collaboration created when parents and professionals face challenges in establishing and maintaining contact with each other regarding children’s social well-being?
Result
The report shows that parental collaboration is complex, especially when children experience difficulties. Communication is essential, but the increased digitalisation creates challenges for parents who find it too much and difficult to access. The results show that parents take on different roles; some are active and outspoken, while others are passive, without this necessarily reflecting their level of care. In addition, the researchers behind the study argue that professionals have a significant responsibility to build strong relationships by treating parents with respect and openness, and being aware of power dynamics. The study concludes that there is no single standard solution, but that flexibility and adaptation to the individual family’s needs are key. The researchers highlight that informal measures, such as conversations, home visits and joint events, can strengthen collaboration.
Design
The report mainly uses qualitative in-depth interviews as a method for data collection. 28 parents have been interviewed, and the researchers conducted nine focus group interviews with professionals from school, kindergarten, social services and the volunteer sector, and a single interview with a kindergarten teacher. A total of 13 professionals were interviewed. The interview material is analysed using a combination of methods, including systematic review, thematic coding, and the construction of ‘ethnographically dense descriptions’.
References
Schmidt, L. S. K., Krab, J., & Jørgensen, C. (2022). Muligheder og barrierer i samarbejde om børn: når kontakt mellem professionelle og forældre er svært. Rapport. Professionshøjskolen Absalon.