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

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL International Journal of Educational Psychology Pub Date : 2023-06-24 DOI:10.17583/ijep.10638
Vera Lúcia Coelho, Sílvia Barros, Carla Peixoto, Manuela Pessanha, Joana Cadima, Donna Bryant
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Abstract

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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幼儿中心护理中教师与家庭合作关系的探索
教师与家庭的伙伴关系是高质量幼儿教育和保育的要素。然而,有必要更好地了解这种伙伴关系和影响这种关系的因素,特别是对三岁以下儿童而言。本研究比较了教师和母亲关于真实和理想伴侣关系实践的报告,探讨了儿童、ECEC和家庭层面的伴侣关系预测因子。90名婴儿的母亲和教师回答了真实-理想教师-父母伙伴关系量表(Gaspar, 1996)。用class - infant观察课堂质量(Hamre et al., 2014);家居环境与home (Caldwell &布拉德利,1984);儿童气质与IBQ (Rothbart, 1981)。结果显示,母亲和教师都报告了中等数量的实施实践。理想情况下,他们希望实现大量的实践。母亲和教师对真实实践和理想实践的报告显著相关。教师往往比母亲报告更多的实践。教师资格与教师和母亲报告的真正的伙伴关系实践具有独特和积极的联系。教师资格是教师报告的理想实践的唯一统计显著预测因子;母亲的受教育程度预示着母亲对理想伴侣关系的报告。结果表明,教师资格与更好的伙伴关系相关,特别是考虑到欧洲各地幼儿课堂教师资格法律要求的差异。
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来源期刊
CiteScore
1.90
自引率
0.00%
发文量
13
审稿时长
8 weeks
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