Some teachers do not trust parental judgment and feel parents do not have anything worthwhile to add to the daily operations of academic life. For a variety of reasons they are more comfortable keeping parents out of their classrooms some worrying that they might lose control, fearing that parents might try to micromanage the work they do. This perception of parental involvement shared by the teachers mentioned in the epigraph is all too common. These comments were made by teachers when we asked them to describe ways in which they involved parents. Implications for early childhood professionals are discussed, specifically related to addressing biases in home–school relationships and adequately preparing preservice teachers to work with a diverse range of families in equitable ways. Families at a higher-income center possessed the most power in relationships, while families enrolled at lower-income centers possessed less power. Data were thematically analyzed through the theoretical lens of cultural capital, and findings suggested that previously established power dynamics and assumptions about families interfered with the photo-sharing process aimed at enhancing home–school relationships. Upon completion, teachers participated in a follow-up interview with the researchers to reflect on the process and their relationships with families. Families then participated in an interview with their child’s teacher to share and discuss the meaning behind the images. Families were provided with a digital camera for one week to document activities they used to support children’s early learning and development. This study examined parent–teacher interactions during a photo-sharing project at three early childhood centers that serve as clinical sites for early childhood preservice teachers.
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