Families have a right to privacy, but we know little about how the public–private boundary is negotiated at the micro level in educational settings. Adopting ethnomethodology, the paper examines how talk about the home situation was occasioned and managed in ten parent–teacher conferences in early childhood education and care (ECEC), with a special focus on the ECEC teacher’s strategies for eliciting family information. The paper demonstrates a continuum of interactional practices which, in various degrees, make parents accountable for providing family information. The analysis shows that parents both volunteer and provide the pursued information, thus actively orienting to the norm of visibility in child rearing. However, although both parties orient to questioning and fishing as business as usual, the parents’ accounts sometimes had an excusing quality or they adopted a reserved communication style, suggesting a certain ambivalence as well. The paper outlines different ways of understanding the present partnership ideal in parent–teacher teacher cooperation with implications for the negotiation of privacy. The paper also addresses training, which can contribute to staff and student reflections on the management of the public–private boundary.

家庭拥有隐私权，但我们对教育环境中微观层面的公私界限如何协商知之甚少。本文采用民族方法论，研究了幼儿教育和保育 (ECEC) 领域的 10 场家长教师会议如何引发和管理有关家庭情况的讨论，并特别关注 ECEC 教师获取家庭信息的策略。本文展示了一系列互动实践，这些实践在不同程度上使父母有责任提供家庭信息。分析表明，父母既自愿又提供了所追寻的信息，从而积极地走向了育儿可见度的规范。不过，虽然双方都以照常询问、钓鱼为主，父母的叙述有时带有一种宽恕的性质，或者他们采取了一种保守的沟通方式，这也表明了某种矛盾心理。本文概述了理解当前家长与教师合作理想伙伴关系的不同方式，以及对隐私谈判的影响。该文件还讨论了培训问题，这有助于员工和学生反思公私边界的管理。