Predictors of Parent-Teacher Communication during Infant Transition to Childcare in Portugal

Autor/inn/en	Coelho, Vera; Barros, Sílvia; Burchinal, Margaret R.; Cadima, Joana; Pessanha, Manuela; Pinto, Ana Isabel; Peixoto, Carla; Bryant, Donna M.
Titel	Predictors of Parent-Teacher Communication during Infant Transition to Childcare in Portugal
Quelle	In: Early Child Development and Care, 189 (2019) 13, S.2126-2140 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coelho, Vera) ORCID (Cadima, Joana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1439940
Schlagwörter	Foreign Countries; Predictor Variables; Parent Teacher Cooperation; Interpersonal Communication; Infants; Child Care; Mothers; Educational Quality; Family Environment; Observation; Portugal; Home Observation for Measurement of Environment + Suchen Sie Ihr Suchwort? Ausland; Prädiktor; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Interpersonale Kommunikation; Infant; Toddler; Toddlers; Kleinkind; Kinderfürsorge; Kinderbetreuung; Mother; Mutter; Quality of education; Bildungsqualität; Familienmilieu; Beobachtung
Abstract	Although literature reports associations between parent-teacher communication and childcare quality, little is known about how such communications are related to family, child and childcare characteristics. This study examines whether child, family and childcare experience characteristics predict the level of parent-teacher communication, and differences between parents' and teachers' reports of communication. Participants were mothers of 90 infants and their teachers in childcare in Portugal. Results show that both parents and teachers report higher levels of communication in higher-quality programmes. Teachers reported more frequent communication than parents. Teachers, but not parents, reported more frequent communication when children spent fewer hours in childcare. Discussion highlights the relevance of monitoring the quality of childcare contexts, especially in early ages, and to increase parent-teacher communication when children spend more time in childcare. The importance of promoting high-quality childcare and accounting for variables at the mesosystemic level of development in teacher training are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01