Exploring early childhood teachers’ practices in parental involvement in China: toward a cultural perspective

Parental involvement in schools is viewed as beneficial for early childhood achievement. Although there is growing recognition of early childhood teachers’ crucial role in parental involvement, little is understood about how culture influences their practices in involving parents. To address this gap, this qualitative study explores how early childhood teachersin China involve parents from a cultural perspective, utilising the theoretical lens of guanxi (relationships). Drawing on in-depth interviews with nine teachers and seventeen parents, participant observations in two kindergartens and other relevant documents, this study finds that teachers involve parents by gaining their trust, caring for their feelings and seeking support from social networks. The findings suggest that Western models of equal partnership may not be suitable for understanding the Chinese context and advocate for a more culturally inclusive understanding of parental involvement. Implications for educational practice and teacher development are discussed.