Perspectives of early childhood teachers on parent–teacher partnerships in five European countries

Hujala, Eeva; Turja, Leena; Gaspar, Maria Filomena; Veisson, Marika; Waniganayake, Manjula

doi:10.1080/13502930802689046

Cited by 64 publications

(33 citation statements)

References 7 publications

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“…However, it is worth noting that early childhood education pays particular attention to valuing, managing and preparing teachers for the relationships between parents and schooling (see, for example, Blasi, 2002;Branscomb & Ethridge, 2010;Freeman, 2010;Hujala, Turja, Gaspar, Veisson, & Waniganayake, 2009;McBride, Bae, & Wright, 2002;Prosser, 2009). While our study focused particularly on primary and secondary school teacher preparation, we note that parent engagement appears less consistently in these programs than in early childhood teacher education.…”

Section: Discussion: Overlap Discontinuity and Prior Experiencementioning

confidence: 99%

Preparing for parents: how Australian teacher education is addressing the question of parent-school engagement

Saltmarsh

Barr

Chapman

2014

Asia Pacific Journal of Education

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Abstract:Parent-school engagement is widely embraced as a policy and educational ideal, yet to date there are few studies of how teacher education prepares students for this important aspect of their professional lives. In this paper, we consider findings from a recent Australian study that explored how the issue of parent-school relations is currently addressed in Australian initial teacher education programs. The study is situated within the broader policy context of teaching standards. Our findings challenge suggestions that parent-school engagement is largely absent from preservice programs, and although the study recognizes gaps and discontinuities, it also identifies four key domains in which initial teacher education currently prepares students for parent engagement. We argue that students are being prepared for parentschool engagement in a variety of ways, but that there is insufficient continuity to ensure that all beginning teachers have a thorough understanding of how to work effectively with parents. Background: preparing pre-service teachers for parent engagementThe relationship between schools and parents is complex, dynamic and at times, difficult and problematic. Research in Australia echoes concerns internationally that identifies parent-school relations as a contested domain with significant implications for school students, teachers, families and communities (Archer, 2010;Avvisati,

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Section: Discussion: Overlap Discontinuity and Prior Experiencementioning

confidence: 99%

Preparing for parents: how Australian teacher education is addressing the question of parent-school engagement

Saltmarsh

Barr

Chapman

2014

Asia Pacific Journal of Education

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“…International comparative research, where also Estonia has participated, has emphasized on the need to develop a new cooperation paradigm between kindergartens and families (Hujala et al 2009). The study by Cincilei about the Step by Step groups showed that as a result of parent-teacher cooperation the Step by Step group works as a 'community of learners' (Cincilei, Seminonov, and Lungu 2004).…”

Section: Discussionmentioning

confidence: 99%

Perceptions of Estonian pre‐school teachers about the child‐centred activities in different pedagogical approaches

Õun

Ugaste

Tuul

et al. 2010

European Early Childhood Education Research Journal

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The aim of this study was to examine how teachers in the Step byStep and traditional kindergartens assess their child-centred activities. 308 teachers participated in the study and a questionnaire was used. The results of the study showed that teachers in the Step by Step programme used a child-centred approach more in their work than teachers in traditional groups. Assessments of the Step by Step teachers concerning the use of teaching strategies and creating a learning environment were statistically significantly higher than the results of traditional kindergarten teachers. Teachers in the Step by Step programme involved parents in children's group activities more; they also supported children's independence and choices. The findings of the study have educational implications on teacher training, implementation of the curriculum, and supporting teachers' professional development.RÉSUMÉ: L'objectif de la recherche était de comparer la façon dont les enseignants de jardins d'enfants 'Step by Step' (' Pas à Pas') et les enseignants de jardins d'enfants traditionnels évaluent leurs activités centrées sur l'enfant. 308 enseignants ont participé à l'étude par questionnaire. Les résultats montrent que les enseignants 'Step by Step' utilisent davantage que les autres enseignants une approche centrée sur l'enfant. Les évaluations des enseignants 'Step by Step' concernant l'usage de stratégies d'enseignement et la création d'un environnement d'apprentissage sont, de façon significative, statistiquement plus élevées que celles des autres enseignants. Ils incluent davantage les parents dans les activités de la classe et encouragent aussi les enfants dans leur autonomie et leurs choix. Les résultats de l'étude ont des implications éducatives sur la formation des enseignants, sur l'application du curriculum ainsi que sur le soutien du développement professionnel des enseignants.ZUSAMMENFASSUNG: Im Rahmen der vorliegenden Untersuchung wurde analysiert, wie die LehrerInnen und ErzieherInnen des Kindergartens 'Hea algus' ('Guter Anfang') und der traditionellen Kindergärten ihre auf Kinder fokussierte Arbeit einschätzen. An einer schriftlichen Umfrage haben insgesamt 308 Personen teilgenommen. Es hat sich herausgestellt, dass die LehrerInnen des Kindergartens 'Hea Algus' kindbezogener arbeiten als die LehrerInnen der traditionellen Kindergärten. Die Statistiken belegen, dass die LehrerInnen des 'Hea Algus' sich mehr um verschiedene Lehrstrategien, um die Schaffung des passenden Lernmilieus und um aktive Mitarbeit der Eltern bemüht haben. Zudem haben sie die Selbstständigkeit der Kinder höher wertgeschätzt und ihnen mehr Freiheit bei Entscheidungen gelassen. An Hand dieser Untersuchung kann man behaupten, dass der Ausbildung der LehrerInnen und ErzieherInnen und der Umsetzung der Lehrpläne etwas mehr Aufmerksamkeit gewidmet werden muss; des Weiteren soll die professionelle Entwicklung der LehrerInnen und ErzieherInnen unterstützt werden. Downloaded by [University of Toronto Libraries] at 15:01 14 October 2014 392 T. Õun et al.RES...

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“…Teachers' attitudes and beliefs about education, implicit or explicit, influence how these partnerships play out in practice (Bull et al, 2008), thus highlighting a need for teachers to think critically about how their personal beliefs potentially influence practice. Studies have further verified that when teachers promote early childhood provision only as care or welfare, families can be perceived as clients, rather than partners in education (Hujala, Turja, Gaspar, Veisson, & Waniganayake, 2009). This point is especially pertinent to teachers in infant-toddler Early Child Development and Care settings, as those children must rely on their families to share valued insights with teachers about their care routines (e.g.…”

Section: Families As Main Cultivators Of Children's Dispositional Leamentioning

confidence: 98%

Weaving RIE withTe Whāriki: re-thinking family involvement in assessment of learning dispositions

Cooper

Hedges

Dixon

2013

Early Child Development and Care

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Perspectives of early childhood teachers on parent–teacher partnerships in five European countries

Cited by 64 publications

References 7 publications

Preparing for parents: how Australian teacher education is addressing the question of parent-school engagement

Preparing for parents: how Australian teacher education is addressing the question of parent-school engagement

Perceptions of Estonian pre‐school teachers about the child‐centred activities in different pedagogical approaches

Weaving RIE withTe Whāriki: re-thinking family involvement in assessment of learning dispositions

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