ABSTRACT
The chapter aims to shed light on Icelandic parents’ views on collaboration with their children’s preschool, in particular focusing on how they experience their power and influence. The national curriculum guide for preschools stresses that educators, parents and children should be active participants and that they should influence decisions that concern the preschool. The guidelines also make it clear that, as professionals, preschool teachers are the ones responsible for the preschool’s curriculum and pedagogy. To explore the subject at hand, the study conducted focus group interviews with parents in five Reykjavik preschools. The study’s findings reveal two dimensions of the parent-professional relationship. One underscores professionals’ expert knowledge, and another exhibits a more democratic approach. Challenges and implications for practice are subsequently discussed.
