This volume focuses on teacher and family perspectives of early childhood education and care from 19 different countries around the world. The aim of this volume is to articulate the key components of teacher education and family practices that impact young children’s education and care.

List of FiguresList of TablesNotes on contributorsPreface1 Teachers and families perspectives in early childhood education and care in the 21st CenturySivanes Phillipson & Susanne Garvis2 Australian families’ perceptions of access to capitals to support early mathematical learning Gerarda Richards, Sivanes Phillipson & Ann Gervasoni3 Working towards change: The early childhood education and care workforce in Canada Rachel Langford & Brooke Richardson 4 Quality preschool teaching and language development in Chile: What do we need to focus on?Macarena Silva 5 Children’s wellbeing: a joint effort? Collaboration about Danish children’s wellbeing across the contexts of family life and kindergarten. Anja Marschall 6 Academia undermining professionalism? Estonian preschool teachers’ views and expectations of teacher professionalismRain Mikser, Katrin Niglas, Maire Tuul, Marika Veisson & Ivor F. Goodson 7 Studying compassion in the work of ECEC educators in Finland: A sociocultural approach to practical wisdom in early childhood education settingsJaakko Hilppö, Antti Rajala, Lasse Lipponen, Annukka Pursi & Rekar Abdulhamed8 Developing ECEC professionals for multicultural environments in Germany: A European approach Claudia M. Ueffing & Heidi Harju-Luukkainen9 Parent involvement in Greek early childhood education and care: The need for new policies and practices Maria Birbili & Irini Roufidou10 Preschool teachers’ working conditions in Iceland: Crisis in the makingKristín Dýrfjörð11 Pathways to build strong and equal family-professional partnerships in communities in KoreaSojung Seo12 Partnership with families in early childhood education: New Zealand’s policy and professional contextKaryn Aspden, Claire McLachlan, Sue Cherrington, Gaye Tyler-Merrick, Tara McLaughlin & Joanna Phillips13 To what extend does ITERS-R address pedagogical quality as described in the Norwegian Framework Plan? Elisabeth Bjørnestad, Anne Grethe Baustad & Marit Alvestad14 Preschool teacher participation in Russia: Background, system and modern trendsIgor Shiyan, Olga Shiyan, Aleksander Veraksa & Nikolay Veraksa 15 The issue of parent participation in preschool education in SerbiaTijana Bogovac16 Academic or else: Singapore parents’ aspirations for their children’s early education Sivanes Phillipson, Eugenia Koh & Salwa Sujuddin17 Preschool and society in Sweden: A continual state of changePia Williams, Sonja Sheridan & Susanne Garvis18 Reconceptualising storytelling as an effective curriculum practice to promote family resilience of preschoolers in Taiwan: The lens of a developmental systems frameworkKuan-Ling Lin19 Teacher development and parent engagement in ECEC in The Netherlands Elisabeth Duursma & Paul Leseman20 Parent involvement in the Turkish early childhood education systemŞenil Ünlü Çetin21 Teachers and families perspectives in early childhood education and care: A reflection of 19 countriesSusanne Garvis & Sivanes PhillipsonIndex