Relationships Between Parents and Early Childhood Teachers PDF Download

Relationships Between Parents and Early Childhood Teachers PDF
By:Sarah Naomi Lang,OhioLINK Electronic Theses and Dissertations Center
Published on 2014 by

Strong partnerships between home and school are essential for coordinating high quality care and education, and for supporting young children's development. This research sought to explore the multidimensional nature of parent-teacher, or cocaring, relationships, for families utilizing full-time, center-based childcare for their infants or toddlers. A model of coparenting, or how parents work together in their roles as parents, served as the main theoretical framework for this investigation. In the first phase of the study, 10 parent-teacher dyads participated in semi-structured interviews about a specific cocaring relationship. In this sample, all families were receiving subsidized childcare. Using an iterative, inductive analysis as well as a deductive analysis based on definitions of key coparenting dimensions, three main cocaring themes were identified: communication, support vs. undermining, and childrearing agreement vs. disagreement. In the second phase, 90 parents of infants and toddlers, about a fourth of whom were receiving subsidized childcare, completed questionnaires about a specific cocaring relationship, their parental involvement, the quality of their relationship with their child, and the child's social and emotional functioning. Exploratory factor analysis of the questionnaire developed to assess the cocaring relationship revealed a three factor structure: Support, Undermining, and Endorsement & Agreement. In regression analyses, after controlling for parents' education, parents' perceptions of cocaring support were positively related to all forms of parental involvement: home-based, school-based, and home-school connections. Parents' perceptions of undermining were also positively related to school-based involvement, whereas perceptions of endorsement & agreement were positively related to home-school connections. In addition, when parents characterized their cocaring relationships as more supportive, or higher in endorsement & agreement, parent-child closeness was higher. However, parents' perception of greater undermining in the cocaring relationship was associated with lower parent-child closeness. Regression analyses also revealed that after controlling for parent-child closeness and conflict, undermining in the cocaring relationship was associated with higher levels of child dysregulation. This research lends validity to the cocaring construct and adds to our understanding of the importance of early parent-teacher relationships for children and families.

This Book was ranked at 32 by Google Books for keyword sample questionnaire on parental involvement in children's education.

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