ABSTRACT
It is not only the schooling systems that influence parents’, ECEC practitioners’ and teachers’ relationships but also their beliefs about each other and how they support children’s learning. In this chapter, sociocultural theories are used to explore how these groups have constructed their beliefs about each other and also learning and how they support children’s learning. There is also consideration how parents, ECEC practitioners and teachers share and discuss their knowledge of the child with each other. The chapter ends with the four types of relationships and associated qualities, which were identified after the analysis of literature and data. The relationships are a distant relationship, a dominant relationship, a familiar relationship and a utopian relationship, with each relationship having different qualities.
