MAPPING THE FORMS OF PARENT-EDUCATOR COLLABORATION IN DAYCARE SETTINGS: A SYSTEMATIC REVIEW

Abstract

Parent–educator collaboration is a vital component in delivering responsive and inclusive daycare services. This study aims to map the various forms of such collaboration through a systematic review of 22 peer-reviewed articles published between 2020 and 2025. Guided by the PRISMA approach, the articles were selected based on thematic relevance, contextual appropriateness, and inclusion criteria focused on children aged 0–6 in daycare settings. Thematic analysis identified five major forms of collaboration: (1) relational-emotional collaboration, (2) adaptive collaboration during transitional phases, (3) collaboration in child health and well-being, (4) crisis-responsive collaboration, and (5) programmatic and systemic participatory collaboration. Findings highlight that collaboration forms are deeply contextual, shaped by socio-cultural factors and the nature of relationships between families and institutions. The study underscores the importance of trust-building, open communication, and shared roles in fostering effective partnerships. Amid the growing demand for professional childcare services in Indonesia, these insights offer a conceptual basis for developing adaptive and contextually relevant collaborative practices.