Alicja R. Sadownik, PhD – associate professor at the Kindergarten Knowledge Center at Western Norway University of Applied Sciences. She conducts research on childhood(s), early childhood education settings and parental cooperation in the context of migration and socio-cultural diversity. Her research interests also include local and international educational policies, such as conditions for high quality of ECE services, parental and caregivers’ involvement, and the good life of children. Adrijana Višnjić Jevtić, PhD - assistant Professor at the Department of Early Childhood Education, Faculty of Teacher Education, University of Zagreb. During the last ten years, she has been developing and organizing professional development programs for early childhood teachers in Croatia and Europe. Her research interests include early childhood education, cooperation between families and educational institutions, and early childhood teachers’ competences and professionalism. She is a member of OMEP, EECERA and TACTYC.

• Chapter 1. Why a (re)theorisation of more-than-parental involvement in ECEC is needed? (Alicja R. Sadownik).- Chapter 2. Mapping the theoretical landscape of more-than-parental involvement (Alicja R. Sadownik).- Chapter 3. Cultural-historical wholeness approach: critical activity settings of more-than-parental involvement (Alicja R. Sadownik).- Chapter 4. Bronfenbrenner: ecology of human development in ecology of collaboration (Alicja R. Sadownik).- Chapter 5. Together, we can do more for our children. ECEC’s collaboration with families in light of social capital theory  (Adrijana Višnjić Jevtić).- Chapter 6. Models of family -school partnership: Who is in power when we care for the children we share? (Adrijana Višnjić Jevtić).- Chapter 7. Collaboration theory: ECEC leading families to lead their own partnerships with ECEC (Adrijana Višnjić Jevtić).- Chapter 8. Parental involvement (mis)recognised by Bourdieu’s conceptual toolkit: illusio, doxa, habitus, and capitals (Alicja R. Sadownik).- Chapter 9. Theory of practice architectures: Parental involvement through sayings, doings, and relatings (Alicja R. Sadownik).- Chapter 10. Theories of discourse (on quality) and narrative inquiry (Alicja R. Sadownik).- Chapter 11. Posthumanism: Intra-active entanglements of parental involvement embracing Indigenous ontologies and sustainable being in the world (Alicja R. Sadownik). Chapter 12. (Re)theorization of more-than-parental involvement: New directions and hopes (Alicja R. Sadownik).

Alicja R. Sadownik, PhD – associate professor at the Kindergarten Knowledge Center at Western Norway University of Applied Sciences. She conducts research on childhood(s), early childhood education settings and parental cooperation in the context of migration and socio-cultural diversity. Her research interests also include local and international educational policies, such as conditions for high quality of ECE services, parental and caregivers’ involvement, and the good life of children. Adrijana Višnjić Jevtić, PhD - assistant Professor at the Department of Early Childhood Education, Faculty of Teacher Education, University of Zagreb. During the last ten years, she has been developing and organizing professional development programs for early childhood teachers in Croatia and Europe. Her research interests include early childhood education, cooperation between families and educational institutions, and early childhood teachers’ competences and professionalism. She is a member of OMEP, EECERA and TACTYC.

• Chapter 1. Why a (re)theorisation of more-than-parental involvement in ECEC is needed? (Alicja R. Sadownik).- Chapter 2. Mapping the theoretical landscape of more-than-parental involvement (Alicja R. Sadownik).- Chapter 3. Cultural-historical wholeness approach: critical activity settings of more-than-parental involvement (Alicja R. Sadownik).- Chapter 4. Bronfenbrenner: ecology of human development in ecology of collaboration (Alicja R. Sadownik).- Chapter 5. Together, we can do more for our children. ECEC’s collaboration with families in light of social capital theory  (Adrijana Višnjić Jevtić).- Chapter 6. Models of family -school partnership: Who is in power when we care for the children we share? (Adrijana Višnjić Jevtić).- Chapter 7. Collaboration theory: ECEC leading families to lead their own partnerships with ECEC (Adrijana Višnjić Jevtić).- Chapter 8. Parental involvement (mis)recognised by Bourdieu’s conceptual toolkit: illusio, doxa, habitus, and capitals (Alicja R. Sadownik).- Chapter 9. Theory of practice architectures: Parental involvement through sayings, doings, and relatings (Alicja R. Sadownik).- Chapter 10. Theories of discourse (on quality) and narrative inquiry (Alicja R. Sadownik).- Chapter 11. Posthumanism: Intra-active entanglements of parental involvement embracing Indigenous ontologies and sustainable being in the world (Alicja R. Sadownik). Chapter 12. (Re)theorization of more-than-parental involvement: New directions and hopes (Alicja R. Sadownik).

Alicja R. Sadownik, PhD – associate professor at the Kindergarten Knowledge Center at Western Norway University of Applied Sciences. She conducts research on childhood(s), early childhood education settings and parental cooperation in the context of migration and socio-cultural diversity. Her research interests also include local and international educational policies, such as conditions for high quality of ECE services, parental and caregivers’ involvement, and the good life of children. Adrijana Višnjić Jevtić, PhD - assistant Professor at the Department of Early Childhood Education, Faculty of Teacher Education, University of Zagreb. During the last ten years, she has been developing and organizing professional development programs for early childhood teachers in Croatia and Europe. Her research interests include early childhood education, cooperation between families and educational institutions, and early childhood teachers’ competences and professionalism. She is a member of OMEP, EECERA and TACTYC.

• Chapter 1. Why a (re)theorisation of more-than-parental involvement in ECEC is needed? (Alicja R. Sadownik).- Chapter 2. Mapping the theoretical landscape of more-than-parental involvement (Alicja R. Sadownik).- Chapter 3. Cultural-historical wholeness approach: critical activity settings of more-than-parental involvement (Alicja R. Sadownik).- Chapter 4. Bronfenbrenner: ecology of human development in ecology of collaboration (Alicja R. Sadownik).- Chapter 5. Together, we can do more for our children. ECEC’s collaboration with families in light of social capital theory  (Adrijana Višnjić Jevtić).- Chapter 6. Models of family -school partnership: Who is in power when we care for the children we share? (Adrijana Višnjić Jevtić).- Chapter 7. Collaboration theory: ECEC leading families to lead their own partnerships with ECEC (Adrijana Višnjić Jevtić).- Chapter 8. Parental involvement (mis)recognised by Bourdieu’s conceptual toolkit: illusio, doxa, habitus, and capitals (Alicja R. Sadownik).- Chapter 9. Theory of practice architectures: Parental involvement through sayings, doings, and relatings (Alicja R. Sadownik).- Chapter 10. Theories of discourse (on quality) and narrative inquiry (Alicja R. Sadownik).- Chapter 11. Posthumanism: Intra-active entanglements of parental involvement embracing Indigenous ontologies and sustainable being in the world (Alicja R. Sadownik). Chapter 12. (Re)theorization of more-than-parental involvement: New directions and hopes (Alicja R. Sadownik).