1. Strengthening Activity-Oriented Interaction and Growth iN the E A rLy Years and TransitionS 5 th edition of the International Conference LUMEN – TCA 2014LUMEN – TCA 2014 21 st -22 nd November 2014, in Targoviste, Romania, “Transdisciplinary and Communicative Action” Stefan COJOCARU

2. CHILD AND PARENT PARTICIPATION IN KINDERGARTEN CULTURE Aim The paper presents an analysis of how child and parent participation is reflected in the National Curriculum, on the one hand, and how kindergarten staff and parents define the participation of children and parents in the education of young children in kindergarten, on the other side. It can be seen that this rhetoric of participation present in official documents is reflected in institutional practices; therefore, the manner in which participation is defined in these documents directs staff practices in relation to children and parents.

3. PARTICIPATION IN NATIONAL CURRICULUM The term cooperation is mentioned 12 times in the curriculum guidelines and interaction 11 times. It is interesting that in the curriculum the term of cooperation is associated with the particular relationship of adults, on the one hand, and the children on the other hand. This term is not found in the curriculum associated with the relationships between adults and children "cooperation between responsible adults with the education of children" [1]... and "cooperation between children in the group to fulfill a common task" [1].

4. TEACHERS’, PARENTS’ IDEAS OF PARTICIPATION We are looking to identify ways in which staff and parents define the participation of children and parents in kindergarten. Thus, we consider evaluation culture school levels [3] that of ideology (values, ways of thinking, practices) in the behaviors (behaviors, codes of ethics, practices, habits) and the material conditions (classroom settings, physical environment etc.). Considering these factors, we try to identify aspects of the participation of children and parents and school culture from the perspective of institutional practices [4][5]. First we chose a design that we used qualitative interviews as data collection method. Subjects participants are: 1 manager, 2 staff and parents participated at three interviews in Romania. This approach is one exploratory, following that during the project to be included several schools and kindergartens in this evaluation.

5. Staff talks about children Children are encouraged to choose the group and to express their wishes regarding the activities in witch they will participate. During the day, the children change the group according to their wishes, affinities and contextual interests. "In the morning, the children choose the sub-group in which they work, and during the day they can change their sub-group. This happens when there are activities in small groups”.

6. Staff talks about parents In institutional rhetoric, parents are identified as partners. They can participate in formal structures for coordination of activities in kindergarten, part of its board. Parents participate in decisions concerning teaching materials, the daily menu of children in decisions regarding extracurricular activities. “Parents are our partners. They have representatives in kindergarten board and they participate in decisions regarding the activities, instruction materials, child nutrition etc. We work very well with them”.

7. Parents talks about children in preschool In many cases children practicing choices as a form of manifesting their own volition and desires. Staff encourages children to do so, especially when it comes to simple things that help the child to manifest. “I know that every child chooses his place in the class, chooses his bed for sleeping. I think if we consider his choices, the child is happier”.

8. Parents about preschool The asymmetry of power between staff and parents: Although parents appreciate the work of staff, they often emphasize the asymmetry of power between staff and parents, especially for teaching activities. This asymmetry of power is diminished when it comes to extracurricular activities. “In most cases, staff is authoritarian with children, and with parents, also. Often try to impose their views, saying that so are the rules and must be respected. Consider that they are professionals and do very well their job... are more flexible when they organized extra-curricular activities. Maybe that is why we feel that our opinion counts, when we discuss about these activities”.

9. Conclusion The manner in which the National Curriculum reflects the participation of children and parents in kindergarten education influences institutional practices. As a rule, official documents dealing with the education of children in kindergarten mainly emphasize the relationships between staff and children, and less the relationship with the parents and the relationship between the latter and their children. This is pointed out by certain indicators of school culture that can be detected at the level of rhetoric, ideology, space and behaviors. Our analysis is an exploratory one, trying to question the various aspects of parent and child participation in school culture, as well as the ways in which institutional practices encourage this participation.

10. Acknowledgement This paper was realized within the project Strengthening Activity-Oriented Interaction and Growth in the Early Years and in Transitions (SIGNALS), financed by European Commission (in Lifelong Learning Programme), implemented by University of Cologne, The Faculty of Human Sciences (Germany), Aarhus University Department of Education, Copenhagen (Denmark), University of Western Macedonia, Department of Early Childhood Education and Department of Primary School Education (Macedonia), National Institute for Family and Social Policy (Hungary), Holt Romania – Iasi Branch (Romania), University of Gothenburg; Department of Education, Communication and Learning (Sweden), University of Iceland, School of Education Reykjavík, (Island).