How can we reach reluctant parents in childcare programmes?

Nalls, A. Mercedes; Mullis, Ronald L.; Cornille, Thomas A.; Mullis, Ann K.; Jeter, Nari

doi:10.1080/03004430902726040

Cited by 6 publications

(5 citation statements)

References 18 publications

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“…Research suggests that when teachers build strong relationships with families, these relationships can act as a buffer against risk factors like including poverty and family instability (Nalls et al, 2010). This is especially important for children attending Head Start.…”

Section: Benefits Of Teacher-family Relationshipsmentioning

confidence: 99%

Predictors of Head Start Teachers' Perceived Quality of Relationships with Families

Hooper,

Gaviria-Loaiza

2021

HS Dialog

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The relationship between home and school is an important component of children’s early educational experiences. However, little research has examined the home-school relationship from the perspective of teachers. This study examines whether teacher characteristics predict how Head Start teachers rate the quality of their relationships with families using data from the Head Start Family and Child Experiences Survey (FACES), 2014 cohort. Results suggest that teacher characteristics, including job satisfaction, caregiving beliefs, and depressive symptoms, predict how they perceive their relationships with families. Supporting teachers’ psychological wellbeing may be one effective strategy for promoting positive relationships between teachers and families.

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Section: Benefits Of Teacher-family Relationshipsmentioning

confidence: 99%

Predictors of Head Start Teachers' Perceived Quality of Relationships with Families

Hooper,

Gaviria-Loaiza

2021

HS Dialog

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“…Mothers and early years practitioners are the focal point of this article, and in particular how they conceptualise their own role and professional relationships (and ‘context’) when engaging with the early years sector. It is suggested that children benefit the most from their experience in daycare if their parents are actively involved (Nalls et al, 2010). However, this is only the case when parental involvement is reciprocal, constructive, and empowering (Sims-Schouten, 2016; Sims-Schouten and Riley, 2014).…”

Section: Critical Realism and The Interplay Between Human Agency And mentioning

confidence: 99%

Contextualising Relationships Between Mothers and Practitioners: Social Structures, Causal Factors, and Generative Mechanisms

Sims‐Schouten

Barton

2019

Sociological Research Online

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This study seeks to build an explanation of the sociological, psychological, and political processes and practices involved in relationships between mothers and practitioners, as generative and causal powers that underlie and shape this. Critical realist’s primacy of ontology forms the starting point, with grounded theory as the epistemological force providing critical realism’s method, contextualising research, and embedding this more firmly into practice. As such, this article offers critical realist grounded theory (CRGT) as a tool for contextualising parent–practitioner relationships, drawing on retroductive argumentation, which involves moving from the level of observation and lived experiences to making (non-linear) inferences about underlying structures/mechanisms that may account for the phenomena. Thirty-four participants participated in six in-depth focus group discussions; three were with early years practitioners and three with mothers of children aged between 2 years and 4 years. Focused coding led to themes reflecting the lived experiences of mothers and practitioners, namely being valued, relationships, what happens at home, child at the centre, and when I am not there. In line with CRGT, multiple causal mechanisms (including the interpretations of each situation made by individuals) were identified that were active in the situated contexts. To improve relationships between mothers and practitioners, attention needs to be paid to the psychological, social, and political forces at play, as generative, causal, and contextual powers, that have an impact on the status and relationships of the players within this triad (mothers, practitioners, and child).

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“…Parents, however, hold diverse perspectives regarding the parameters of their potential involvement (Knopf and Swick, 2007). Whilst some parents may be highly visible in the ECCE centres by working alongside children and/or being actively involved in curriculum decisions (Mercedes Nalls et al, 2009), parents with cultural backgrounds where teachers are respected as authority figures tend to view the idea of working alongside teachers as inappropriate, considering this to be intervening and disrespectful (De Gioia, 2013;Tobin et al, 2013;Ward, 2009). While immigrant parents with a non-English-speaking background may communicate with teachers infrequently, they may be highly engaged with their children's learning outside the ECCE settings -a form of involvement that is unobserved by teachers (Guo, 2005;Harper and Pelletier, 2010).…”

Section: Parental Involvementmentioning

confidence: 99%

Parents, participation, partnership: Problematising New Zealand early childhood education

Chan

Ritchie

2016

Contemporary Issues in Early Childhood

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This article interrogates notions of teacher 'partnership with parents' within early childhood care and education settings in the context of Aotearoa (New Zealand). Te Whāriki, the New Zealand early childhood curriculum, clearly positions children's learning and development as being fostered when their families' cultures and practices are recognised. Yet findings from both national evaluative reports and recent studies indicate that, in many instances, families that are not members of the dominant cultural group do not experience this synergy. The authors draw on some recent national evaluative reports to paint a broad picture of the implementation of 'partnership', and then employ illustrative data from several research projects regarding the inclusion of Māori and Chinese families respectively. The authors apply hybridity theory, along with the related idea of funds of knowledge, to reinforce the need for teachers to proactively move beyond the hegemonic safe zones of traditional teacher-dominated practices towards opening up spaces of dialogic, fluid engagement with families whose backgrounds differ from their own. This aspect of teachers' professional responsibility is particularly important in the current era of increasing superdiversity.

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How can we reach reluctant parents in childcare programmes?

Cited by 6 publications

References 18 publications

Predictors of Head Start Teachers' Perceived Quality of Relationships with Families

Predictors of Head Start Teachers' Perceived Quality of Relationships with Families

Contextualising Relationships Between Mothers and Practitioners: Social Structures, Causal Factors, and Generative Mechanisms

Parents, participation, partnership: Problematising New Zealand early childhood education

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