The Exploring Teacher-Family Partnerships in Infant Center-Based Care: A Comparative Study of Teachers' and Mothers' Perspectives and Influential Factors

Autor/inn/en	Coelho, Vera Lúcia; Barros, Sílvia; Peixoto, Carla; Pessanha, Manuela; Cadima, Joana; Bryant, Donna
Titel	The Exploring Teacher-Family Partnerships in Infant Center-Based Care: A Comparative Study of Teachers' and Mothers' Perspectives and Influential Factors
Quelle	In: International Journal of Educational Psychology, 12 (2023) 2, S.178-205 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Coelho, Vera Lúcia) ORCID (Peixoto, Carla) ORCID (Pessanha, Manuela) ORCID (Cadima, Joana) ORCID (Bryant, Donna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-3591
Schlagwörter	Mothers; Infants; Teachers; Parent Teacher Cooperation; Child Care; Teacher Attitudes; Parent Attitudes; Personality; Classroom Environment; Family Environment; Educational Practices; Educational Attainment; Influences; Foreign Countries; Child Caregivers; Portugal + Suchen Sie Ihr Suchwort? Mother; Mutter; Infant; Toddler; Toddlers; Kleinkind; Lehrer; Lehrerin; Lehrende; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Kinderfürsorge; Kinderbetreuung; Lehrerverhalten; Elternverhalten; Personalität; Klassenklima; Unterrichtsklima; Familienmilieu; Bildungspraxis; Bildungsabschluss; Bildungsgut; Influence; Einfluss; Einflussfaktor; Ausland; Caregiver; Caregivers; Carer; Child; Children
Abstract	Teacher-family partnerships are crucial elements of high-quality early childhood education. The factors influencing these partnerships, particularly for children under age 3, are not well known. This study compares teachers' and mothers' perspectives on their partnership and the ideal practices they would like to see implemented. Additionally, it investigates child, family, and program-level factors predictive of partnership practices. Participants were mothers and teachers of 90 infants who completed the Real-Ideal Teacher-parents Partnership Scale; mothers rated child's temperament, and classroom quality was observed 6-months after infants entered childcare. Home environment was assessed before infants entered childcare. Both mothers and teachers reported a medium-high number of practices being implemented, but ideally, would like more practices to be implemented. The frequency of mother and teacher reports of real and ideal practices were significantly associated, although teacher reports were higher. Findings from the regression analyses showed that teacher level of education (having a Master) was uniquely and positively associated with both teachers' and mothers' reports of real partnership practices, and was significantly associated with teachers' reports of ideal partnership practices. Mothers' education level predicted their ideal partnership practices. Findings highlight the importance of teacher education for partnerships, especially considering the variability in legal requirements regarding qualifications for teaching infants across Europe. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01