An Observational Assessment of Parent-Teacher Cocaring Relationships in Infant-Toddler Classrooms

Autor/inn/en	Maras, Elly Q.; Lang, Sarah N.; Schoppe-Sullivan, Sarah J.
Titel	An Observational Assessment of Parent-Teacher Cocaring Relationships in Infant-Toddler Classrooms
Quelle	In: European Early Childhood Education Research Journal, 26 (2018) 2, S.212-228 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2018.1442033
Schlagwörter	Infants; Toddlers; Parent Teacher Cooperation; Caregivers; Mothers; Child Care Centers; Partnerships in Education; Interaction; Early Childhood Education; Parents; Preschool Teachers; Caregiver Child Relationship; Video Technology; Observation + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Infants; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Caregiver; Carer; Betreuungsperson; Pfleger; Mother; Mutter; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Hochschulpartnerschaft; Interaktion; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Eltern; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Beobachtung
Abstract	Cocaring encompasses how parents and teachers work together to coordinate caregiving. Two critical components of cocaring have demonstrated importance for child and parent well-being: support and undermining. Although parent-teacher relationships have been studied via qualitative interviews and through self-administered questionnaires, little observational research has been conducted. This study sought to develop an observational approach to measure the quality of cocaring relationships by recording and coding parent-teacher interactions. Eighteen mother-teacher dyads of 6- to 36-month-old children from six childcare centers were video recorded during morning drop-off and evening pick-up times. Fifty-eight videos were coded for eight dimensions of cocaring quality, representing observed support and undermining. Results indicated strong inter-rater reliability and associations amongst the individual dimensions consistent with theory, thus supporting initial construct validity. This study offers a new observational tool to assess cocaring relationships and provides practical information about the kinds of behaviors that convey support and undermining in everyday interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01