Language minority parents’ perspectives on collaboration with eCEC professionals

This study examines the meanings that language minority (LM) parents attribute to their children’s early childhood education and care (ECEC) paths. It draws on interviews with 11 LM parents in Finland, which are analyzed using reflexive thematic analysis (Braun and Clarke. Citation2006. ‘Using Thematic Analysis in Psychology.’ Qualitative Research in Psychology 3 (2): 77–101. https://doi.org/10.1016/S0022-4405(00)00048-0; Byrne, David. 2022. ‘A Worked Example of Braun and Clarke’s Approach to Reflexive Thematic Analysis.’ Quality & Quantity 56 (3): 1391–1412. https://doi.org/10.13189/ujer.2020.080710). The study identifies four themes: (1) institutional authority as a frame for collaboration, (2) educational goals as a subject for negotiation, (3) language asymmetry as a barrier to partnership, and (4) cultural prejudices as a detriment to equal participation. The analysis of these themes reveals tensions between institutional practices and parental hopes, especially regarding cultural values and learning priorities. While parents often trust educators’ expertise, they criticize the exclusion of their own priorities in favor of childcare routines. The findings suggest that current ECEC practices may reinforce LM parents’ passive involvement despite Finland’s commitment to promoting parent participation.