The Role of Parent, Provider, and Child Characteristics in Parent–Provider Relationships in Infant and Toddler Classrooms

‘It’s in my interest to collaborate … ’ – parents’ views of the process of interacting and building relationships with preschool practitioners in Sweden

“…However, the process of building relationships may have different outcomes for parents and practitioners depending on their previous experience and knowledge. Swarts and Easterbrooks (2014) stress that parents' and practitioners' views of one another may change over time, and not always mutually for the better. They found that parents tend to become more positive and less anxious as their relationship with practitioners develops, whilst practitioners tend to develop a less favourable view of parents as they learn more about them.…”

“…There are, therefore, valid reasons to include parents' voices in research and scrutinize home and ECEC collaboration as a phenomenon. Swarts and Easterbrooks (2014) also point at the need for contemporary studies on home and ECEC collaboration since ECEC has experienced major changes and earlier studies, often more than 25 years old, are not always transferable over time. The aim of this article is to explore how parents perceive the process of interacting and building relationships with preschool practitioners in a Swedish context.…”

Literature review on early childhood education and care for children under the age of 3

“…One longitudinal study that has examined attitudes and beliefs across family-and centre-based ECEC providers of infants and toddlers has shown that centre-based providers' caregiving behaviour was more heavily influenced by attitudes than home-based (Susman-Stillman, Pleuss and Englund, 2013 [118]). While there is still much to learn about the role of attitudes and beliefs on caregiving behaviour, the results elucidate that differences between centre and home-based providers warrant further attention and should be addressed in professional development efforts.…”

“…Swartz and Easterbrooks, 2014[45]) and communication with educators in ECEC (Bossi, Brites and Piccinini, 2017[46];Baumgartner et al, 2017[47]; Rentzou, 2013[48]), further emphasising the importance of educators' behaviours, such as being affectionate and receptive, as facilitators of the adjustment of young children to ECEC settings. The quality of the relationships that teachers develop with children is co-dependent of the relationships teachers and parents develop, further highlighting the importance of open and trusting relationships between them (Layland and Smith, 2015[18]).…”

Parceria família-creche na transição do bebé para a creche

“…A "parceria" é definida, por estes autores como um trabalho conjunto entre famílias e profissionais para alcançar um objetivo comum. A literatura destaca o envolvimento parental como um importante indicador da colaboração e parceria família-creche (e.g., Swartz & Easterbrooks, 2014;Zellman & Perlman, 2006), sendo vários os estudos que destacam a relevância desta dimensão da parceria para o desenvolvimento e aprendizagem das crianças (e.g., Gaunt & Scott, 2014). No âmbito de uma parceria efetiva, famílias e profissionais partilham processos de tomada de decisão e responsabilidades, numa relação de confiança e respeito, criando ligações entre as experiências da criança no ambiente familiar e no contexto de creche (Leavit, 1995;Owen, Ware, & Barfoot, 2000).…”