The collaboration between educators of early childhood education and care (ECEC) and parents has a significant positive impact on children's development, particularly for young immigrant children. However, research in multilingual and multicultural contexts is scarce. Therefore, the aim of the present study conducted in multilingual ECEC context in Luxembourg was twofold: (1) to identify the significant predictors that influence goal-oriented communication between parents and educators, and (2) to showcase a dynamic interplay between these factors in practice through observations and interviews. To address the first aim, we conducted two regression analyses, one involving parents (N = 323) and the other educators (N = 289). The analysis with parents showed that the most significant factor that influenced goal-oriented communication was parent satisfaction, while for educators it was educators’ professional attitudes towards parents and parent involvement. Furthermore, the results from interviews and observations of parent involvement in literacy activities in two multilingual centres showed that these factors are closely linked. When educators have positive attitudes, they will communicate more frequently and purposefully, and offer opportunities for parents to be involved, which will then lead to parent satisfaction. This study has important implications for policymakers, practitioners, and parents especially in multilingual contexts.

幼儿教育和保育 (ECEC) 教育工作者与家长之间的合作对儿童的发展，特别是对于年幼的移民儿童来说，具有显着的积极影响。然而，多语言和多文化背景下的研究却很少。因此，本研究在卢森堡多语言幼儿保育背景下进行的目的有两个：（1）确定影响家长和教育工作者之间以目标为导向的沟通的重要预测因素，（2）展示这些因素之间的动态相互作用。通过观察和访谈进行练习。为了实现第一个目标，我们进行了两项回归分析，一项涉及家长 ( N  = 323) 和其他教育工作者 ( N  = 289)。与家长的分析表明，影响目标导向沟通的最显着因素是家长的满意度，而对于教育工作者来说，影响目标导向沟通的最显着因素是教育工作者对家长的专业态度和家长的参与。此外，对两个多语言中心家长参与扫盲活动的访谈和观察结果表明，这些因素密切相关。当教育者有积极的态度时，他们会更频繁、更有目的地进行沟通，并为家长提供参与的机会，从而使家长满意。这项研究对政策制定者、从业者和家长具有重要意义，尤其是在多语言背景下。