Parent and Teacher Perceptions of the Parent-Teacher Relationship and Child Self-Regulation in Preschool: Variations by Child Race

Autor/inn/en	Zulauf-McCurdy, C. A.; Loomis, A. M.
Titel	Parent and Teacher Perceptions of the Parent-Teacher Relationship and Child Self-Regulation in Preschool: Variations by Child Race
Quelle	In: Early Childhood Education Journal, 51 (2023) 4, S.765-779 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zulauf-McCurdy, C. A.) ORCID (Loomis, A. M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-022-01341-2
Schlagwörter	Parent Attitudes; Teacher Attitudes; Parent School Relationship; Preschool Teachers; Preschool Children; Racial Differences; Hispanic American Students; African American Students; Self Control + Suchen Sie Ihr Suchwort? Elternverhalten; Lehrerverhalten; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Rassenunterschied; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Selbstbeherrschung
Abstract	Parent-teacher relationships are an important but understudied aspect of children's preschool experience. One important gap is understanding how parent-teacher relationships influence aspects related to school readiness, such as child self-regulation. Understanding this relationship can help highlight areas of intervention that can improve educational experience for children and improve school readiness. Leveraging a sample of Latino and Black preschoolers, the current study will explore the relationship between parent-teacher relationships and self-regulation (as reported by both parents and teachers) through regression and moderation models that adjusted for clustering at the classroom-level. Results indicate that despite incongruence in teacher and parent reports of child self-regulation, both parents' and teachers' reports of the-student-teacher relationship predicted their perceptions of child self-regulation. Although cell sizes were small, race moderated the relationship between teacher-reported child self-regulation and teacher-reported parent-teacher relationship, where higher-quality parent-teacher relationships were related to lower perceived problems in self-regulation for Black children but not Latino children. The findings in this study highlight the differences in teacher and parent perceptions of the parent-teacher relationship and self-regulation for Black and Latino preschoolers. Each finding will be described in detail with an eye towards implications, intervention, and replication with larger samples. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01