Parent–Caregiver Relationships Among Beginning Caregivers in Canada: A Quantitative Study

Cantin, Gilles; Plante, Isabelle; Coutu, Sylvain; Brunson, Liesette

doi:10.1007/s10643-012-0522-0

Cited by 14 publications

(3 citation statements)

References 24 publications

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“…In addition, although both teachers and mothers reported that, ideally, more partnership practices could be implemented, mothers reported the desire for a significantly greater number of partnership practices compared to teachers. This is in line with previous research involving preschoolers, which identified that, although teachers and families both value partnership and communication as a way of collaborating with each other, mothers tend to report the need for more communication than teachers (Cantin et al, 2012;Owen et al, 2000). Similarly, some studies highlight that families often feel a general lack of knowledge of what happens in ECEC, pointing out that the partnership practices being implemented are not ideal or are not responding to all family needs (Drugli & Undheim, 2012;Leavitt, 1995).…”

Section: Discussionsupporting

confidence: 90%

The Exploring Teacher-Family Partnerships in Infant Center-based Care

Coelho,

Barros,

Peixoto

et al. 2023

IJEP

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Teacher-family partnership are elements of high-quality early childhood education and care (ECEC). Nevertheless, the need for better understanding such partnerships and factors influencing it particularly for children under three is underlined. This study compares teachers’ and mothers’ reports regarding real and ideal partnership practices, exploring child, ECEC and family level predictors of partnership. Mothers and teachers of 90 infants answered the Real-Ideal Teacher-parents Partnership Scale (Gaspar, 1996). Classroom quality was observed with CLASS-Infants (Hamre et al., 2014); home environment with HOME (Caldwell & Bradley, 1984); child temperament with IBQ (Rothbart, 1981). Results show that both mothers and teachers report a medium-high number of implemented practices. Ideally, they would like a significantly higher number of practices to be implemented. Mothers and teachers report of real and ideal practices were significantly associated. Teachers tend to report more practices than mothers. Teacher qualification was uniquely and positively associated with real partnership practices reported both by teachers and mothers. Teacher qualification was the only statistically significant predictor of ideal practices reported by teachers; mothers’ education predicted mothers’ report on ideal partnerships. Results point to the relevance of teacher qualification for better partnerships, particularly considering the variability of legal requirements regarding teacher qualification in infant classrooms across Europe.

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Section: Discussionsupporting

confidence: 90%

The Exploring Teacher-Family Partnerships in Infant Center-based Care

Coelho,

Barros,

Peixoto

et al. 2023

IJEP

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“…Given both theoretical and empirical evidence indicating that communication and partnership between families and childcare providers plays a valuable role in early development, especially for very young children, it is not surprising that both mothers and ECEC professionals report that collaboration with each other is important regarding early childhood education (Leavitt, 1995). In general, parents and caregivers both report valuing communication so they can collaborate with each other in providing care for young children, but the reported levels of collaboration tend to be higher for mothers than for caregivers (Cantin, Plante, Coutu, & Brunson, 2012;Owen et al, 2000). The reasons cited for less communication from ECEC caregivers include the caregivers schedules and the demands presented by parents' working conditions (Cantin et al, 2012).…”

Section: Parent and Teacher Perceptions Of Parent-caregiver Communica...mentioning

confidence: 99%

“…In general, parents and caregivers both report valuing communication so they can collaborate with each other in providing care for young children, but the reported levels of collaboration tend to be higher for mothers than for caregivers (Cantin, Plante, Coutu, & Brunson, 2012;Owen et al, 2000). The reasons cited for less communication from ECEC caregivers include the caregivers schedules and the demands presented by parents' working conditions (Cantin et al, 2012). In particular, it appears that communication is most difficult when children are dropped off early and/or picked up late at childcare centres, in part, because the teacher who provides the primary care during the day is not typically the teacher present very early or late in the day, and because both parents and caregivers feel rushed at these times (Drugli & Undheim, 2012;Endsley & Minish, 1989;Zellman & Perlman, 2006).…”

Section: Parent and Teacher Perceptions Of Parent-caregiver Communica...mentioning

confidence: 99%

Predictors of parent-teacher communication during infant transition to childcare in Portugal

Coelho

Barros

Burchinal³

et al. 2018

Early Child Development and Care

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Although literature reports associations between parent-teacher communication and childcare quality, little is known about how such communications are related to family, child and childcare characteristics. This study examines whether child, family and childcare experience characteristics predict the level of parent-teacher communication, and differences between parents' and teachers' reports of communication. Participants were mothers of 90 infants and their teachers in childcare in Portugal. Results show that both parents and teachers report higher levels of communication in higher-quality programmes. Teachers reported more frequent communication than parents. Teachers, but not parents, reported more frequent communication when children spent fewer hours in childcare. Discussion highlights the relevance of monitoring the quality of childcare contexts, especially in early ages, and to increase parent-teacher communication when children spend more time in childcare. The importance of promoting high-quality childcare and accounting for variables at the mesosystemic level of development in teacher training are also discussed.

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Discourses/1, Australia: Whose Rights? The Child’s Right to Be Heard in the Context of the Family and the Early Childhood Service: An Australian Early Childhood Perspective

Hadley

Rouse

2019

International Perspectives on Early Childhood Education and Development

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Parent–Caregiver Relationships Among Beginning Caregivers in Canada: A Quantitative Study

Cited by 14 publications

References 24 publications

The Exploring Teacher-Family Partnerships in Infant Center-based Care

The Exploring Teacher-Family Partnerships in Infant Center-based Care

Predictors of parent-teacher communication during infant transition to childcare in Portugal

Discourses/1, Australia: Whose Rights? The Child’s Right to Be Heard in the Context of the Family and the Early Childhood Service: An Australian Early Childhood Perspective

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