The PFIH supported the early childhood educators in making changes to their leadership in respect of their children's education, and expanding their centres' engagement with parents.
However, mentoring was provided by PFIH to help the early childhood educators to make significant changes in their educational relationship with parents.
The PFIH encouraged the participating early childhood educators to position parents in an educative relationship with their children both in school and at home.
Prior to the PFIH, participants reported feeling constrained by a pre-established, structured curriculum.
The PFIH presented the early childhood educators with ideas for providing children more freedom in making choices to direct their own play-based learning.
Scaffolding children's learning was integral to the professional learning provided through the PFIH.
In sum, the early childhood educators, teaching assistants, centre directors and education department directors from the service provider organisations reported intellectually significant pedagogical shifts as a result of the PFIH.
However, PFIH confronted significant challenges which open distributed leadership and sociocultural learning to further investigation.
The PFIH has drawn some of its theoretical underpinnings from those developed in western countries, where support from children's families and communities is more readily acknowledged and promoted.
Most participants in this study reported changes in their leadership and teaching approaches as a result of the professional learning gained through the PFIH.
Given the vulnerabilities of the early childhood preschool centres, the PFIH encouragement of early childhood educators to intellectually engage parents in their children's education met administrative challenges.
The PFIH is a professional learning program for Chilean early childhood educators developed by a team of Australian early childhood academics.