Migrant students’ education and well-being are the hot-button issues in Chinese education. Collaboration between parents and teachers to support migrant students is greatly needed. The purpose of this research is to better understand the influence of parental involvement on the development of the students through findings from the Parent-Child Homework Project at a migrant school in Shanghai, China from December 2013 to June 2015. This paper explores the following research questions: What are migrant students’ perceptions and experiences in the Parent-Child Homework Project (PCHP), what have the migrant children gained from the PCHP by working with the parents directly, and how do teachers evaluate the PCHP? The authors distributed 362 student questionnaires, interviewed 8 teachers and 28 parents, and visited the parent-child homework show. The authors find that the migrant students highly valued the parent-children homework, and demonstrated improvement in aspects of academic, emotional and social development. Parent and teachers value the project too. The paper discusses the collaboration between teachers and migrant parents, and puts forward some suggestions to make additional positive differences in migrant students’ education.
{"title":"Does Parental Involvement Contribute to Students’ Development? The Parent-Child Homework Experiment at a Shanghai Migrant School","authors":"Jiacheng Li, Yan Li, Tingting Yin","doi":"10.54195/ijpe.18231","DOIUrl":"https://doi.org/10.54195/ijpe.18231","url":null,"abstract":"Migrant students’ education and well-being are the hot-button issues in Chinese education. Collaboration between parents and teachers to support migrant students is greatly needed. The purpose of this research is to better understand the influence of parental involvement on the development of the students through findings from the Parent-Child Homework Project at a migrant school in Shanghai, China from December 2013 to June 2015. This paper explores the following research questions: What are migrant students’ perceptions and experiences in the Parent-Child Homework Project (PCHP), what have the migrant children gained from the PCHP by working with the parents directly, and how do teachers evaluate the PCHP? The authors distributed 362 student questionnaires, interviewed 8 teachers and 28 parents, and visited the parent-child homework show. The authors find that the migrant students highly valued the parent-children homework, and demonstrated improvement in aspects of academic, emotional and social development. Parent and teachers value the project too. The paper discusses the collaboration between teachers and migrant parents, and puts forward some suggestions to make additional positive differences in migrant students’ education.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"36 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The topic of this paper is the relationship between teachers and parents. Seen from teachers’ point of view, relating with parents can sometimes be difficult, demanding and stressful. Relating with parents may therefore affect teachers’ understanding and experiences of their own profession and may consequently affect teacher supply. The paper starts by exploring what has characterized the parent-teacher or parent-school relationship over time. As schools have opened up towards the surroundings and increasingly consumer oriented and demanding parents are setting the standards for the parent-teacher relation, this increases the pressure on the teaching professions. This leads us to ask how teachers experience the encounters with parents in school, and in this article, the relationship between teachers and parents is pursued, as viewed from the perspective of the teachers. How do teachers relate to home-school cooperation and how do they experience the interaction with parents? The analyses are based on data collected through qualitative interviews of contact teachers in lower secondary schools in Norway. Forty contact teachers (27 women and 13 men) from seven lower secondary schools in Norway were interviewed. A main result is that even though teachers acknowledge the importance of parental involvement and home-school cooperation, this part of their job is often deprioritized due to lack of time and resources.
{"title":"Beyond the Fancy Cakes. Teachers’ Relationship to Home-School Cooperation in a Study From Norway","authors":"U. Bæck","doi":"10.54195/ijpe.18234","DOIUrl":"https://doi.org/10.54195/ijpe.18234","url":null,"abstract":"The topic of this paper is the relationship between teachers and parents. Seen from teachers’ point of view, relating with parents can sometimes be difficult, demanding and stressful. Relating with parents may therefore affect teachers’ understanding and experiences of their own profession and may consequently affect teacher supply. The paper starts by exploring what has characterized the parent-teacher or parent-school relationship over time. As schools have opened up towards the surroundings and increasingly consumer oriented and demanding parents are setting the standards for the parent-teacher relation, this increases the pressure on the teaching professions. This leads us to ask how teachers experience the encounters with parents in school, and in this article, the relationship between teachers and parents is pursued, as viewed from the perspective of the teachers. How do teachers relate to home-school cooperation and how do they experience the interaction with parents? The analyses are based on data collected through qualitative interviews of contact teachers in lower secondary schools in Norway. Forty contact teachers (27 women and 13 men) from seven lower secondary schools in Norway were interviewed. A main result is that even though teachers acknowledge the importance of parental involvement and home-school cooperation, this part of their job is often deprioritized due to lack of time and resources.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"39 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although many schools and teachers are aware the important factors for effective parental cooperation, they seem to lack an understanding of how to transform this theoretical knowledge into practice. One reason for this difficulty appears to be that teachers have traditionally focused more on what is needed to practice good cooperation with parents and less on how they can implement this knowledge in practice. The aim of this paper is to reveal how research-based knowledge within parental cooperation (what) and implementation (how) can contribute to developing teachers’ individual competence into schools’ collective competence within “challenging conversations with parents”. Taking a systems approach, we see that what is happening within the two separate systems—family and school—affects cooperation between the two parties. Thus, there is a need for a holistic view on cooperation. We draw upon recent research, qualitative and quantitative, on parent collaboration, revealing the important factors behind successful cooperation between parents and teachers. Our research suggests that teachers and schools need more individual and collective competence when working with parents. More specifically, teachers need additional competence and strategies when engaging in challenging conversations with parents. Transforming research-based knowledge about parental cooperation into practice is not a mechanical operation. We need different types of knowledge and approaches to implement strategies for teachers to handle challenging conversations with parents. This paper presents some strategies to help teachers accomplish this.
{"title":"Moving the Theory of Parental Cooperation and Innovation into Practice","authors":"Elsa Westergård","doi":"10.54195/ijpe.18238","DOIUrl":"https://doi.org/10.54195/ijpe.18238","url":null,"abstract":"Although many schools and teachers are aware the important factors for effective parental cooperation, they seem to lack an understanding of how to transform this theoretical knowledge into practice. One reason for this difficulty appears to be that teachers have traditionally focused more on what is needed to practice good cooperation with parents and less on how they can implement this knowledge in practice. The aim of this paper is to reveal how research-based knowledge within parental cooperation (what) and implementation (how) can contribute to developing teachers’ individual competence into schools’ collective competence within “challenging conversations with parents”. Taking a systems approach, we see that what is happening within the two separate systems—family and school—affects cooperation between the two parties. Thus, there is a need for a holistic view on cooperation. We draw upon recent research, qualitative and quantitative, on parent collaboration, revealing the important factors behind successful cooperation between parents and teachers. Our research suggests that teachers and schools need more individual and collective competence when working with parents. More specifically, teachers need additional competence and strategies when engaging in challenging conversations with parents. Transforming research-based knowledge about parental cooperation into practice is not a mechanical operation. We need different types of knowledge and approaches to implement strategies for teachers to handle challenging conversations with parents. This paper presents some strategies to help teachers accomplish this.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"9 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of the present study effected in 2007 was to explore the approaches to establishing cooperation between lead teachers and parents of third- and ninth-grade primary school students, and the quality of that cooperation. The study also sought to find differences and similarities in parent and teacher expectations within different areas of their cooperation. Data were obtained from a sample of 55 randomly selected primary schools from which 141 lead teachers of third and ninth grades and 810 parents of the students from those grades were included in the study. The study focused on the following areas of cooperation: school to home communications, parent influence on school decisions, and parent involvement in different school activities. The research indicated that the third- and ninth- grade lead teachers were mostly in agreement about the importance of parent involvement and as such represented a fairly homogenous group. The third-grade lead teachers were more open about actual involvement of parents in instruction than their ninth-grade colleagues who were more cautious and restrained. In contrast to the lead teachers that represented a relatively narrow professional group, parents' views were much more dispersed. Parent education was the best predictor of their readiness to get involved in the life and work of their children's school. This was especially the case with mothers who took part in formal school conferences more often than fathers. Whether the area in which the families lived was urban or suburban did not make any difference.
{"title":"Teachers and Parents – Partners with Different Expectations","authors":"Franc Cankar, Tomi Deutsch, Metod Kolar","doi":"10.54195/ijpe.18158","DOIUrl":"https://doi.org/10.54195/ijpe.18158","url":null,"abstract":"The purpose of the present study effected in 2007 was to explore the approaches to establishing cooperation between lead teachers and parents of third- and ninth-grade primary school students, and the quality of that cooperation. The study also sought to find differences and similarities in parent and teacher expectations within different areas of their cooperation. Data were obtained from a sample of 55 randomly selected primary schools from which 141 lead teachers of third and ninth grades and 810 parents of the students from those grades were included in the study. The study focused on the following areas of cooperation: school to home communications, parent influence on school decisions, and parent involvement in different school activities. The research indicated that the third- and ninth- grade lead teachers were mostly in agreement about the importance of parent involvement and as such represented a fairly homogenous group. The third-grade lead teachers were more open about actual involvement of parents in instruction than their ninth-grade colleagues who were more cautious and restrained. In contrast to the lead teachers that represented a relatively narrow professional group, parents' views were much more dispersed. Parent education was the best predictor of their readiness to get involved in the life and work of their children's school. This was especially the case with mothers who took part in formal school conferences more often than fathers. Whether the area in which the families lived was urban or suburban did not make any difference.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"33 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores the thesis that parent-school cooperation is predominantly a domain of female engagement. Our considerations are based on the analysis of gender related data accumulated during two national survey studies and five research projects focused on different aspects of parent-school cooperation (carried out between 2006 and 2010). The results of the analysed studies show that women make up 68% of the workforce in the education sector, and that women in Serbia spend on average 5 hours per day doing domestic work and 3 hours looking after children. In the five analysed research projects women are the dominant participants – out of 519 of the teacher participants in three studies 77% were women; out of 87 parent participants in three studies 81% were mothers. The results of the analysed research indicate that: mothers attend parent-teacher meetings seven to ten times during the school year, while fathers attend one to three times; cooperation with parents for teachers and cooperation with teachers for parents is not on the list of important everyday tasks; one important problem with regard to cooperation with parent is the impossibility of time alignment between parents and teachers. Possible strategies for enhancing family-school cooperation are also discussed.
{"title":"Parent-School Cooperation as a Gender Sensitive Practice","authors":"Nada Polovina","doi":"10.54195/ijpe.18210","DOIUrl":"https://doi.org/10.54195/ijpe.18210","url":null,"abstract":"This article explores the thesis that parent-school cooperation is predominantly a domain of female engagement. Our considerations are based on the analysis of gender related data accumulated during two national survey studies and five research projects focused on different aspects of parent-school cooperation (carried out between 2006 and 2010). The results of the analysed studies show that women make up 68% of the workforce in the education sector, and that women in Serbia spend on average 5 hours per day doing domestic work and 3 hours looking after children. In the five analysed research projects women are the dominant participants – out of 519 of the teacher participants in three studies 77% were women; out of 87 parent participants in three studies 81% were mothers. The results of the analysed research indicate that: mothers attend parent-teacher meetings seven to ten times during the school year, while fathers attend one to three times; cooperation with parents for teachers and cooperation with teachers for parents is not on the list of important everyday tasks; one important problem with regard to cooperation with parent is the impossibility of time alignment between parents and teachers. Possible strategies for enhancing family-school cooperation are also discussed.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The new 2013 curriculum has just been implemented recently in Indonesia from primary to secondary school levels. There are a lot of criticisms towards the implementation, especially in the schools’ readiness to apply the new curriculum in the real classroom. This study aims to investigate the role of school leaders in the new curriculum implementation. Several aspects were also examined: teacher professional development with regards to the curriculum implementation, how schools involve parents prior and during the curriculum implementation, supporting factors for the implementation and factors that hinder the success of the new curriculum implementation. Data were gathered from school leaders, teachers, and parents. The findings show that school leaders in these schools play an important role by exercising transformational leadership and shared instructional leadership. Continuous teacher professional development and professional learning community are other important factors for the success of the new curriculum implementation. Time constraints and limited resources are reported to be the hindering factors. The findings show that albeit schools acknowledge the importance of parental involvement in students’ learning, schools have not given adequate support that parents need in order to be fully involved in their children’s learning.
{"title":"The New Curriculum Implementation in Indonesia: A Study in Two Primary Schools","authors":"K. Yulianti","doi":"10.54195/ijpe.18243","DOIUrl":"https://doi.org/10.54195/ijpe.18243","url":null,"abstract":"The new 2013 curriculum has just been implemented recently in Indonesia from primary to secondary school levels. There are a lot of criticisms towards the implementation, especially in the schools’ readiness to apply the new curriculum in the real classroom. This study aims to investigate the role of school leaders in the new curriculum implementation. Several aspects were also examined: teacher professional development with regards to the curriculum implementation, how schools involve parents prior and during the curriculum implementation, supporting factors for the implementation and factors that hinder the success of the new curriculum implementation. Data were gathered from school leaders, teachers, and parents. The findings show that school leaders in these schools play an important role by exercising transformational leadership and shared instructional leadership. Continuous teacher professional development and professional learning community are other important factors for the success of the new curriculum implementation. Time constraints and limited resources are reported to be the hindering factors. The findings show that albeit schools acknowledge the importance of parental involvement in students’ learning, schools have not given adequate support that parents need in order to be fully involved in their children’s learning.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"5 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this article is to examine the partnership among home, school and community from a micro-sociological point of view deepening the concept of parental involvement in school life from the stakeholder standpoint. Qualitative approach has been adopted. Secondary-source data have been collected on the institutional background and the field research included interviews on a selected non probabilistic sample composed by parents, teachers, experts, school heads, decision-makers and members of parental associations from the Genoese community. In addition to interviews, participant observation of formal and non formal meetings between parents and teachers and principals has been undertaken in some primary and middle schools of Genoa. The main findings are presented in the form of descriptive analysis, illustrating the perceptions of several stakeholders interviewed. Although they are not representative of the whole population, they proved to be helpful to map the dimensions of parental involvement in school life.
{"title":"Towards a Stakeholder-Based Map on Parental Participation in Genoese School Life","authors":"M. Freddano","doi":"10.54195/ijpe.18189","DOIUrl":"https://doi.org/10.54195/ijpe.18189","url":null,"abstract":"The aim of this article is to examine the partnership among home, school and community from a micro-sociological point of view deepening the concept of parental involvement in school life from the stakeholder standpoint. Qualitative approach has been adopted. Secondary-source data have been collected on the institutional background and the field research included interviews on a selected non probabilistic sample composed by parents, teachers, experts, school heads, decision-makers and members of parental associations from the Genoese community. In addition to interviews, participant observation of formal and non formal meetings between parents and teachers and principals has been undertaken in some primary and middle schools of Genoa. The main findings are presented in the form of descriptive analysis, illustrating the perceptions of several stakeholders interviewed. Although they are not representative of the whole population, they proved to be helpful to map the dimensions of parental involvement in school life.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many studies have shown that parent-teacher collaboration results in better school performances and social skills (Arnold, Zeljo, Doctoroff, & Ortiz, 2008; Comer, 1984; 1988; Izzo & Weissberg, 1999; Kohn & Zellman, 1994; Marcon, 1999; McNeal, 1999; Taylor & Machida, 1994). The role of the relationship between parents and educators in the child’s development and wellbeing is relatively unexplored in infancy and early childhood. This work investigates the relationship between the child’s behaviour, the parent-teacher relationship and the parents’ satisfaction with aspects of care and provision in day-care centres. The study involved 100 families of children (48 boys; average age 27.7 months) attending 5 day-care centres, and 29 day-care educators. A questionnaire was given to the parents to assess their child’s temperament, attitudes toward the day-care activities and services and parent-teacher involvement. Day-care educators filled in a questionnaire on job satisfaction, children’s problematic behaviour and parent-teacher involvement. Results show that parents’ satisfaction with material features is associated with their satisfaction with educational features of the day-care. Parent-teacher involvement assessed by parents is negatively associated with parents’ age, education and satisfaction with the day-care services, and is positively correlated with the child’s social orientation, emotional development and motor activity.
{"title":"The role of parent-teacher involvement in child adjustment and behaviour in child-care centres","authors":"S. Pirchio, E. Volpe, T. Taeschner","doi":"10.54195/ijpe.18180","DOIUrl":"https://doi.org/10.54195/ijpe.18180","url":null,"abstract":"Many studies have shown that parent-teacher collaboration results in better school performances and social skills (Arnold, Zeljo, Doctoroff, & Ortiz, 2008; Comer, 1984; 1988; Izzo & Weissberg, 1999; Kohn & Zellman, 1994; Marcon, 1999; McNeal, 1999; Taylor & Machida, 1994). The role of the relationship between parents and educators in the child’s development and wellbeing is relatively unexplored in infancy and early childhood. This work investigates the relationship between the child’s behaviour, the parent-teacher relationship and the parents’ satisfaction with aspects of care and provision in day-care centres. The study involved 100 families of children (48 boys; average age 27.7 months) attending 5 day-care centres, and 29 day-care educators. A questionnaire was given to the parents to assess their child’s temperament, attitudes toward the day-care activities and services and parent-teacher involvement. Day-care educators filled in a questionnaire on job satisfaction, children’s problematic behaviour and parent-teacher involvement. Results show that parents’ satisfaction with material features is associated with their satisfaction with educational features of the day-care. Parent-teacher involvement assessed by parents is negatively associated with parents’ age, education and satisfaction with the day-care services, and is positively correlated with the child’s social orientation, emotional development and motor activity.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The experiences of gifted preschool readers and their parents are discussed in this paper, with data obtained through extended parent interviews of 11 four-year-old children in New Zealand (Margrain, 2005). In addition to sharing the experiences of these parents, common misconceptions are reported, and the positive role that parents play in supporting their children highlighted. Findings indicate that the parents were able to identify their children’s strengths and talents, acted as advocates to support their children, were responsive, and provided the key resource of time. These findings negate commonly held assumptions that the parents of gifted children are overtly ‘pushy’ or ‘hothousing’. Instead, this paper argues that teachers can learn a lot from parents and they need to work together to plan for positive outcomes for young gifted children.
{"title":"Parent-Teacher Partnership for Gifted Early Readers in New Zealand","authors":"V. Margrain","doi":"10.54195/ijpe.18167","DOIUrl":"https://doi.org/10.54195/ijpe.18167","url":null,"abstract":"The experiences of gifted preschool readers and their parents are discussed in this paper, with data obtained through extended parent interviews of 11 four-year-old children in New Zealand (Margrain, 2005). In addition to sharing the experiences of these parents, common misconceptions are reported, and the positive role that parents play in supporting their children highlighted. Findings indicate that the parents were able to identify their children’s strengths and talents, acted as advocates to support their children, were responsive, and provided the key resource of time. These findings negate commonly held assumptions that the parents of gifted children are overtly ‘pushy’ or ‘hothousing’. Instead, this paper argues that teachers can learn a lot from parents and they need to work together to plan for positive outcomes for young gifted children.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"86 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Literature shows that family/school partnership leads to a better school experience (Marcon, 1999; Arnold et al., 2008, El Nokali, 2010, Powell et al., 2010). Building good relations is important especially during infancy. However, few studies examine the role of family-school partnership in early years. This study aims to investigate the quality of parent-teacher relation and its link with child’s behaviour and wellbeing. The research involved 193 families of children (12-42 months), attending 11 day-care centres, and 51 educators. Parents completed a questionnaire assessing their children’s temperament and psychological wellbeing, their own attitudes toward the day-care services, and the quality of parents/educators relationships. Educators filled in a questionnaire evaluating job satisfaction, children’s behaviour and quality of parent-educator relation. The frequency of parent-educator contacts, the parents’ perceived support, the educational value attributed to the day-care experience and the quality of the day-care entry are positively associated with the quality of parents-educators relationships. The parent-teacher involvement is positively associated with the child’s wellbeing, social orientation, emotionality and learning and with her day-care adjustment. The child’s behaviour improves along the school year, while no changes were found in the parents-educators partnership. Implications for future research and intervention in home-school relationship are discussed.
{"title":"The Role of the Relationship between Parents and Educators for Child Behaviour and Wellbeing","authors":"S. Pirchio","doi":"10.54195/ijpe.18223","DOIUrl":"https://doi.org/10.54195/ijpe.18223","url":null,"abstract":"Literature shows that family/school partnership leads to a better school experience (Marcon, 1999; Arnold et al., 2008, El Nokali, 2010, Powell et al., 2010). Building good relations is important especially during infancy. However, few studies examine the role of family-school partnership in early years. This study aims to investigate the quality of parent-teacher relation and its link with child’s behaviour and wellbeing. The research involved 193 families of children (12-42 months), attending 11 day-care centres, and 51 educators. Parents completed a questionnaire assessing their children’s temperament and psychological wellbeing, their own attitudes toward the day-care services, and the quality of parents/educators relationships. Educators filled in a questionnaire evaluating job satisfaction, children’s behaviour and quality of parent-educator relation. The frequency of parent-educator contacts, the parents’ perceived support, the educational value attributed to the day-care experience and the quality of the day-care entry are positively associated with the quality of parents-educators relationships. The parent-teacher involvement is positively associated with the child’s wellbeing, social orientation, emotionality and learning and with her day-care adjustment. The child’s behaviour improves along the school year, while no changes were found in the parents-educators partnership. Implications for future research and intervention in home-school relationship are discussed.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"82 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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