Sharing the responsibility of education: The relationship between teachers and parents in 0-6 year-old children services and schools

Guerra, Monica; Luciano, Elena

doi:10.1016/j.sbspro.2010.03.506

Cited by 6 publications

(7 citation statements)

References 5 publications

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“…This brings researchers to the conclusion that without a close participation of a child's family, school educational programs are threatened to be less effective [10]. This explains why numerous researches focus on parent involvement in early childhood education, for example, to the need for sharing responsibilities between teachers and parents on 0-6 year-old children's education [11]. However, the relationships between teachers and their young students' parents are often characterized as tense, full of misunderstanding, and struggle [12] [13].…”

Section: Introductionmentioning

confidence: 99%

Empirical Study of Parents’ Perceptions of Preschool Teaching Competencies in China

Cui¹,

Valcke²,

Vanderlinde³

2016

JSS

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Parents play an important role in children's education. Parents' expectations and evaluation of kindergarten teachers could foster the collaboration between kindergarten teachers and parents. However, parents' voice has largely been ignored in empirical research. The purpose of the present study is to reveal 3-6 years old children's parents' perceptions about 1) the importance of new kindergarten teacher standards and 2) their perceptions about kindergarten teachers' mastery of these standards. In this study, considering China's new Kindergarten Teacher Professional Standards (2012) has been defined and implemented recently. China is used as a case based on a survey of 423 parents. The results show that "respect" and "love" to children are the most important competencies. Parents speak highly of teachers' mastery levels. Both parental expectations to their children and family involvements are significant impact factors to parents' cognition and assessment of kindergarten teachers' competencies.

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Section: Introductionmentioning

confidence: 99%

Empirical Study of Parents’ Perceptions of Preschool Teaching Competencies in China

Cui¹,

Valcke²,

Vanderlinde³

2016

JSS

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“…It can be said when the findings obtained from the study are evaluated that parents generally have positive opinions on preschool education and preschool teachers. Many studies have been conducted on the requirement of sharing the responsibilities between teachers and parents when it comes to the education of 0-6-aged children (Guerra & Luciano, 2010). These studies reveal that strong school-family ties result in a higher effect in kindergarten education (Galindo & Sheldon, 2012;Kim et al, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…Çalışmadan elde edilen bulgular değerlendirildiğinde, ebeveynlerin genel olarak okul öncesi eğitime ve okul öncesi öğretmenlerine karşı olumlu düşüncelere sahip oldukları söylenebilir. 0-6 yaş çocuklarının eğitimi konusunda öğretmenler ve ebeveynler arasındaki sorumlulukların paylaşılması gerekliliğine yönelik birçok araştırma yapılmıştır (Guerra & Luciano, 2010). Bu araştırmalar, güçlü okul-aile bağlarının anaokulu eğitimlerinde daha yüksek bir etkiyle sonuçlandığını ortaya koymaktadır (Galindo & Sheldon, 2012;Kim ve diğerleri, 2012).…”

Section: Sonuç Ve Tartışmaunclassified

Farklı Meslek Çalışanı Ebeveynlerin Okul Öncesi Öğretmenlerine İlişkin Görüşlerine Nitel Bir Bakış

Türkoğlu¹

2018

Kuramsal Eğitimbilim

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In this study, the opinions of parents, who have children in the preschool period and work in different professions, on preschool teachers were evaluated. The study group of the research consisted of 20 mothers and 18 fathers, 38 parents in total, who had children in the preschool period, graduated from university and worked in the state sector in different professions. In this study, the phenomenology pattern, one of the qualitative research techniques, was used. The data were collected using the "Personal Information Form" including questions for parents and the semi-structured "Parent Interview Form", which was prepared by the researcher and contained open-ended questions. The Parent Interview Form consisted of questions regarding the status of preschool teachers in the society, their difference from other teaching areas, their personality traits, the professional skills they must have, the way they prepare children for the first grade in primary school, their work hours and dialogues with families. According to the findings of the study, parents stated that preschool teachers had a position far from the value they deserved and provided children with life skills differently from other teaching areas, they must be kindhearted and create different learning environments, they prepared children for the primary school adequately, their working hours were too long, and they must be in cooperation with families continuously. This study is significant in terms of the determination of parents' expectations about preschool teachers, making different suggestions and enabling cooperation between the teacher and the parent as a result of the data obtained.

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“…More frequent and positive parent-teacher contacts allow parents and educators to create a good relationship, founded on a true mutual knowledge. Furthermore, (Gabardine, 2003;Guerra et al, 2010) strongly point to the importance of planning regular contacts with families in the child-care centres, because building successful home-school partnerships require daily contacts A recent study (Aubrey et al, 2011) shows that parents believe that their relationship with teachers will improve by increasing communication. Also, our results confirm the findings of studies showing that parents are more collaborative when the school involves them in their educational decisions and activities (Pianta et al, 1999): the frequency of contacts is strongly associated to the quality of the parent-educator relationship, as is also in teacher's perception.…”

Section: Parents and Educators Factorsmentioning

confidence: 99%

“…However, further research is needed to investigate this meso-system and its role in the child's development in infancy. In Italy, Early Childhood Education Centres (ECEC) widely recognize that the relationships with the parents is a central issue to guarantee the quality of children's experience (Musatti, 2004) and that educating a child means sharing the project with her/his family (Guerra et al, 2010). The ECECmatured over a period of time, a change in their pedagogical practices, suggesting that welcoming a child concerns his family too and resulting in a paradigm of close interdependence of parents, children and educators (Fustini, 2007).…”

Section: Introductionmentioning

confidence: 99%

The Role of the Relationship between Parents and Educators for Child Behaviour and Wellbeing

Pirchio,

Tritrini,

Passiatore

et al. 2023

IJPE

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Literature shows that family/school partnership leads to a better school experience (Marcon, 1999; Arnold et al., 2008, El Nokali, 2010, Powell et al., 2010). Building good relations is important especially during infancy. However, few studies examine the role of family-school partnership in early years. This study aims to investigate the quality of parent-teacher relation and its link with child’s behaviour and wellbeing. The research involved 193 families of children (12-42 months), attending 11 day-care centres, and 51 educators. Parents completed a questionnaire assessing their children’s temperament and psychological wellbeing, their own attitudes toward the day-care services, and the quality of parents/educators relationships. Educators filled in a questionnaire evaluating job satisfaction, children’s behaviour and quality of parent-educator relation. The frequency of parent-educator contacts, the parents’ perceived support, the educational value attributed to the day-care experience and the quality of the day-care entry are positively associated with the quality of parents-educators relationships. The parent-teacher involvement is positively associated with the child’s wellbeing, social orientation, emotionality and learning and with her day-care adjustment. The child’s behaviour improves along the school year, while no changes were found in the parents-educators partnership. Implications for future research and intervention in home-school relationship are discussed.

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Sharing the responsibility of education: The relationship between teachers and parents in 0-6 year-old children services and schools

Cited by 6 publications

References 5 publications

Empirical Study of Parents’ Perceptions of Preschool Teaching Competencies in China

Empirical Study of Parents’ Perceptions of Preschool Teaching Competencies in China

Farklı Meslek Çalışanı Ebeveynlerin Okul Öncesi Öğretmenlerine İlişkin Görüşlerine Nitel Bir Bakış

The Role of the Relationship between Parents and Educators for Child Behaviour and Wellbeing

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