Changing Patterns of Parent-Teacher Communication and Parent Involvement from Preschool to School

Autor/inn/en	Murray, Elizabeth; McFarland-Piazza, Laura; Harrison, Linda J.
Titel	Changing Patterns of Parent-Teacher Communication and Parent Involvement from Preschool to School
Quelle	In: Early Child Development and Care, 185 (2015) 7, S.1031-1052 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.975223
Schlagwörter	Parent Participation; Parent Teacher Cooperation; Regression (Statistics); Social Capital; Predictor Variables; Longitudinal Studies; Foreign Countries; Socioeconomic Status; Indigenous Populations; Preschool Education; Interviews; Parent Attitudes; Questionnaires; Teacher Attitudes; Native Language; Family Environment; Learning Activities; Correlation; Educational Policy; Australia + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Regression; Regressionsanalyse; Sozialkapital; Prädiktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Socio-economic status; Sozioökonomischer Status; Sinti und Roma; Pre-school education; Vorschulerziehung; Interviewing; Interviewtechnik; Elternverhalten; Fragebogen; Lehrerverhalten; Familienmilieu; Lernaktivität; Korrelation; Politics of education; Bildungspolitik; Australien
Abstract	PreschoolThis study investigated the nature of parent involvement and parent-educator communication in prior-to-school early childhood settings and school, to explore relations to social capital variables and consistencies and changes in practices over time. Parent interview and teacher questionnaire data from two waves of the Longitudinal Study of Australian Children were analysed. Results indicated that parental involvement and communication decreased as children moved from prior-to-school settings to school. Educators in both settings reported using similar strategies to promote parent involvement and communication, but there were setting differences for parents' ratings of communication effectiveness. Using regression analyses, family socio-economic position (SEP), home language (English versus other), Indigenous status and home educational activities were examined as predictors of parent involvement and communication strategies, and effectiveness. Results showed that parents who were more engaged in education activities at home were more involved in their child's early childhood and school settings, had more frequent communication with educators and rated educator communication effectiveness more highly. SEP and home language were less consistent predictors, and Indigenous status was not associated with any of the measures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01