Valuing Funds of Knowledge in early childhood education: enhancing teacher–family partnerships in England and New Zealand / El valor de los Fondos de Conocimiento en la educación infantil temprana: por una mejor colaboración entre el profesorado y las familias en Gran Bretaña y Nueva Zelanda

Many scholars have found the theoretical, methodological and pedagogical legacy of Luis Moll’s concept of Funds of Knowledge (FK) valuable. In our collaborative research with teachers in early childhood education, we have applied FK to address the power imbalance that can exist between families and teachers. Our research built upon the work of Moll and his colleagues to highlight the importance of teachers finding ways to learn about children’s lives and sustaining reciprocal relationships with families. Focusing on the centrality of children’s interests to curriculum-making in early childhood, we have explored and exemplified how FK can enable teachers to develop deeper understandings of interests being embedded within children’s diverse life experiences. Reporting on research from opposite sides of the globe, we also address how different curricular policy contexts for early childhood education create possibilities and challenges for teachers to enact an FK approach in their practice with children and families.