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Care situations 

INTERCULTURAL EXPERIENCES AND HOW THEY CAN LEAD TO PARENT-EDUCATOR PARTNERSHIP CHALLENGES

Care situations throughout the world greatly vary. There are differences in size, starting age, programming, academic outcomes, financial situations, all correlating with the specific view on childhood, families and parents working lives. Childcare can also differ by whether it is run by trained educators, or by parents, if it serves lunch, how long it is open, and whether it is compulsory or not, as well as the role of the educator (for example, as a babysitter, or as a proper classroom educator). The classroom structure/size/overall impression might be unfamiliar to parents and potentially critical when settling-in their child to a new Kindergarten. 

If a child comes from a foreign education system, parents might enter the new setting with specific expectations. 

There could be parents who are scared to send their child on field trips/excursions and extracurricular activities such as sleepovers/class trips. Unfamiliarity with the situation and insecurity could lead to apprehension towards certain activities.

It is important to ask parents about their child’s previous experiences and information in kindergartens and care as well as establishing common expectations by being transparent in regards to curriculum, and creating an open dialogue to address these potential issues.