Canadian Parents' Knowledge and Satisfaction Regarding Their Child's Day-Care Experience

Autor/inn/en	Howe, Nina; Jacobs, Ellen; Vukelich, Goranka; Recchia, Holly
Titel	Canadian Parents' Knowledge and Satisfaction Regarding Their Child's Day-Care Experience
Quelle	In: Journal of Early Childhood Research, 11 (2013) 2, S.133-148 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X12466214
Schlagwörter	Foreign Countries; Parent Attitudes; Satisfaction; Child Care; Knowledge Level; Educational Quality; Educational Philosophy; School Choice; Educational Attainment; Mothers; Child Development; Teacher Education; Preschool Teachers; Child Care Centers; Interviews; Teacher Qualifications; Teacher Certification; Canada; Canada (Montreal); Canada (Winnipeg); Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Ausland; Elternverhalten; Zufriedenheit; Kinderfürsorge; Kinderbetreuung; Wissensbasis; Quality of education; Bildungsqualität; Bildungsphilosophie; Erziehungsphilosophie; Choice of school; Schulwahl; Bildungsabschluss; Bildungsgut; Mother; Mutter; Kindesentwicklung; Lehrerausbildung; Lehrerbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Child care facilities; Child care services; Kinderzentrum; Interviewing; Interviewtechnik; Lehrqualifikation; Kanada
Abstract	The purpose of this study was to examine parental selection criteria and satisfaction with day care, knowledge about centre philosophy, teacher education and quality of the day-care environment. Parents ("n" = 261) and educators ("n" = 94) in 44 non-profit centres in three Canadian cities participated. Parent knowledge was assessed by phone interview, and day-care quality was rated. Many parents reported knowledge of the centre's philosophy and were highly satisfied with the care but sometimes held inaccurate views of the teacher’s education. Parent education positively predicted parental knowledge of centre philosophy, while a trend was evident between parent knowledge of centre philosophy and the quality of the day-care environment (i.e. educator-child interaction), after accounting for site effects. Given that parent knowledge about their child's day-care experience may sometimes be incomplete, more frequent and informative parent-educator communication is required, particularly about children’s learning and development. (Contains 3 notes and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10