Professionals as Collaborative Mentors in Early Childhood Family Education

Early childhood education (ECE) in China has become complex and multi-dimensional. Chinese parents/caregivers are actively involved ECE. This qualitative study provides insights into how three ECE-related professionals, namely, a family professional, an ECE enrichment teacher, founder/administrator of centre, worked collaboratively transdisciplinary early (ECFE) program northern city China. Qualitative data was collected via rounds interviews with each the professionals several sources documents. The findings generally line existing literature regarding factors that influence effective collaboration among ECFE team members. claimed success due to their willingness ergonomists, daily collaborative practice members, interaction both caregivers children, non-judgmental sharing colleagues. These positive outcomes occurred continued support instruction from other especially when applying approaches outside one’s respective fields. illuminate relating offer implications hands-on practices for ECFE.