Parent-practitioner partnerships in early childhood provision in England, Hungary and Kazakhstan: similarities and differences in discourses

摘要: Whilst international policymakers have reached consensus on the importance of investing in early childhood development and increasingly monitor that investment using standardized measurement, nature rationale education care (ECEC) provision remain diverse. In context disparity, this article explores an aspect ECEC is commonly recognized for its potential to enhance young children's learning, yet which characteristics variable: partnerships between practitioners parents. The reports discusses results from a cross-cultural narrative study investigated such three different countries: England, Hungary Kazakhstan. During focus group interviews, academics (n = 16) discussed five themes emerged literature reviews. Findings indicate more differences than similarities countries' narratives concerning parent-practitioner partnerships, suggesting may be homogeneous approach quality measure across countries are not feasible.