ABSTRACT
Although parental participation in Greek education is guaranteed at the administrative level, the decision to engage parents in their children’s learning rests with the individual teacher. In recent years, Greek early childhood practitioners have increasingly recognized the significance of involving parents in their children’s education. This development has been supported by collaborations with university staff, action research projects and continuing professional learning activities. The focus has been on aligning home and kindergarten practices taking into consideration children’s and families’ identities and funds of knowledge. However Greek educators and parents operate within a policy framework that was developed in the 1980s. Changes at the social and economic level demand a reconceptualization of both the goals and the practices of parental participation in young children’s learning.
