ABSTRACT
Parent–teacher partnership has been a foundational principle of early childhood education (ECE) in Aotearoa/New Zealand for more than 30 years. In recent years, an increasingly marketised ECE sector has impacted both the professional and policy environments, with concomitant implications for initial teacher education and the continued professional learning and development (PLD) of ECE practitioners. This chapter explores recent research and theorising around partnership with families and traces the policy shifts concerning initial teacher education practice and the professionalisation of the sector in terms of developing close and culturally responsive home–centre partnerships. Implications for practice are discussed.
