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The significance of family involvement in Early Childhood Education and Care has gained considerable attention within national reforms and regulations across various countries. This study aims to examine the early childhood education curriculum frameworks pertaining to family participation in Portugal and Norway. By analysing the national curriculum frameworks of these two countries, this study explores the distinct approaches they adopt towards family involvement in Early Childhood Education and Care, considering their unique cultural and policy contexts. Through content analysis of the curriculum frameworks from both nations, two primary themes emerge through coding: active involvement in the educational process and collaborative partnerships. The findings highlight the importance of fostering relationships between families and educational institutions to enhance children’s learning experiences and emphasize the necessity of ongoing communication and shared decision-making. Through an ecological perspective, this paper provides insights into how varying levels of family participation can influence educational practices and experiences in early childhood settings, suggesting potential improvements to strengthen partnerships between families and educators.
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Curriculum Early childhood education Ecological theory Family involvement Norway Portugal