Parent-Practitioner Engagement in Early Education and the Threat of Negative Thinking about the Poor across England and the USA

Autor/inn/en	Simpson, Donald; Mazzocco, Philip; Loughran, Sandra; Lumsden, Eunice; Clark, Rory McDowall; Winterbottom, Christian
Titel	Parent-Practitioner Engagement in Early Education and the Threat of Negative Thinking about the Poor across England and the USA
Quelle	In: Research in Education, 109 (2021) 1, S.20-36 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simpson, Donald)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-5237
DOI	10.1177/0034523719895038
Schlagwörter	Parent Teacher Cooperation; Early Childhood Education; Negative Attitudes; Social Bias; Foreign Countries; Poverty; Outcomes of Education; Values; Social Justice; Teacher Attitudes; Early Childhood Teachers; United Kingdom (England); United States + Suchen Sie Ihr Suchwort? Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Negative Fixierung; Ausland; Armut; Lernleistung; Schulerfolg; Wertbegriff; Soziale Gerechtigkeit; Lehrerverhalten; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; USA
Abstract	Parent-practitioner engagement in the early years has become a key policy in remediating the negative effects of poverty upon children's early educational outcomes. Although this approach is shared across several developed countries, there has been limited attention upon how practitioners think about poverty and their engagement with parents in poverty. Our mixed methods study in England and the USA provides rare evidence addressing these issues. Among our practitioners in both countries 'parent blame' for poverty featured to some extent in the accounts of a majority of practitioners. We also found a relationship between the extent to which our practitioners felt individual parents are culpable for poverty and their reporting of more negative engagement with parents -- particularly in England. We claim this is worthy of further study as a potential threat to the 'child-parent-practitioner triangle' and to remediation of poverty's effects within early educational contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01