Early childhood educator’s intention to provide support in the context of parental violence: the contribution of the theory of planned behavior

Menand, Véronique; Clément, Marie-Ève; April, Johanne

doi:10.1080/10901027.2021.1918295

Cited by 2 publications

(1 citation statement)

References 61 publications

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“…ECEC teachers who work together to achieve sustainable change and empower the child and parents to take an active role in achieving change are extremely rare. Referring to the relevant literature, Menand et al (2021) concluded that cooperative, empowering, and reciprocal relationships between parents and ECEC teachers contribute to improved parental role competence in both parents and teachers. The authors emphasised the need for a new approach 'with parents' that recognises the shared social responsibility of family and society for the upbringing and education of children, rather than the current approach 'about parents', which is based on the belief that parents are solely responsible for the development and education of their children.…”

Section: Discussionmentioning

confidence: 99%

Pedagogical Response to the Needs of Preschool Children in a Disadvantaged Situation

Bouillet

2024

RISE

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The aim of this article is to analyse the pedagogical response of Croatian ECEC teachers to the needs of preschool children in a disadvantaged situation. The quality of pedagogical practise to prevent unfavourable developmental trajectories in children in a disadvantaged situation, particularly in the Croatian system, is poorly researched. A vignette describing an imaginary child in a disadvantaged situation was used and 35 preschool teachers from 15 ECEC institutions described in writing in an online application how they would support the child in his or her development. The qualitative thematic analysis was conducted according to the five components of the strengths-based approach (relationships, empowerment, collaboration, strengths and focus on change). This approach assumes that through reciprocal relationships between children, parents and teachers, previously agreed goals are achieved and personal resources, motivation and belief in the possibility of achieving sustainable change are unleashed. The results show that ECEC teachers are predominantly oriented towards individual components of the strengths-based approach (quality of relationships, focus on children's strengths), while the implementation of the entire strengths-based approach in its entirety is lacking. It is emphasised that the strengths-based approach needs to be more strongly affirmed in Croatian ECEC system so that its principles are recognisable in the pedagogical practise of all ECEC teachers.

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Section: Discussionmentioning

confidence: 99%

Pedagogical Response to the Needs of Preschool Children in a Disadvantaged Situation

Bouillet

2024

RISE

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Mapping the Theoretical Landscape of More-Than-Parental Involvement

Sadownik

2023

International Perspectives on Early Childhood Education and Development

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This chapter presents an overview of the conceptual toolkits used to theorise relationships between ECEC settings and families in academic journal articles, published in English, between the years 2000–2010 and 2021–2022. The reconstructed overview of the theories employed by researchers from different regions of the world creates a base for classification of the theories as positivistic (i.e., interested in measuring PI for prediction and control of academic achievement), interpretative (i.e., aiming at deeper contextual understandings of the perspectives of all social actors that have a part PI), or critical (i.e., delving into the socio-economic conditions and power relations constituting diverse understandings of the world of PI, in conjunction with the desire for change). The chapter concludes with an outline of the theories discussed in further chapters, which are of an interpretive and critical nature and embrace the understanding of more-than-parental involvement presented in Chap. 1.

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Early childhood educator’s intention to provide support in the context of parental violence: the contribution of the theory of planned behavior

Cited by 2 publications

References 61 publications

Pedagogical Response to the Needs of Preschool Children in a Disadvantaged Situation

Pedagogical Response to the Needs of Preschool Children in a Disadvantaged Situation

Mapping the Theoretical Landscape of More-Than-Parental Involvement

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