Exploring parents’ understanding of children’s learning through the lens of belonging, being and becoming within the Early Years Learning Framework for Australia

Numerous claims in research literature highlight the significance of parents’ knowledge of children's learning and the importance of incorporating parents’ input into early childhood education curricula. Drawing on the conceptual framework of ‘being’, ‘belonging’ and ‘becoming’ from the national Early Years Learning Framework (EYLF), this study explores preschool parents’ perceptions of children’s learning within Australian early childhood services. A sample of 48 preschool parents participated in the study, responding to a 12-item questionnaire designed to investigate three main questions: How do children learn? What are the priorities in children’s learning?; What are the influences on children’s learning? Findings from the study indicate that parents prioritize nurturing their children's sense of being, while also recognizing the importance of belonging and becoming, aligning with the fundamental aspirations for children’s learning outlined in the EYLF. Moreover, parents perceive early childhood settings, particularly the roles of teachers and children’s peers, as essential for fostering a wide range of learning experiences, reflecting contemporary early childhood discourses. These results shed light on how professional and unprofessional boundaries that are defined between early childhood educators and parents need to be renavigated, emphasizing the importance of parenting knowledge in shaping children's educational experiences and highlighting the necessity of collaborative efforts and equal positions between parents and educators to optimize children's learning and development.