The Role of Partnership Practices in Strengthening Parental Trust

Autor/inn/en	Hummel, Theresia Gabriele; Cohen, Franziska; Anders, Yvonne
Titel	The Role of Partnership Practices in Strengthening Parental Trust
Quelle	In: Early Child Development and Care, 193 (2023) 3, S.401-416 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2022.2093868
Schlagwörter	Partnerships in Education; Parent School Relationship; Trust (Psychology); Preschool Teachers; Preschool Education; Parent Teacher Cooperation; Individual Characteristics; Teacher Competencies; Predictor Variables; Foreign Countries; Institutional Characteristics; Teacher Characteristics; Germany + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Lehrkunst; Prädiktor; Ausland; Deutschland
Abstract	Partnerships between parents and preschools (PPP), including parental trust as a key element, are crucial for child development. This exploratory study examined the type and intensity of partnership activities to which parents were invited and their contributions to parental trust, as well as preschool and teacher characteristics that predicted these activities. A total of 891 teachers and 728 families from 162 German preschools participated in the study. Path analyses showed parents reported higher levels of trust in preschools that offered a greater number of partnership activities for participation and decision-making as well as for parental education. In addition, results indicate that preschool and teacher characteristics, such as ethnic composition and professional competencies, predicted the type and intensity of partnership activities. Consequently, training programmes should make use of these results to enhance preschool teachers' competencies with regard to PPP, and thereby to strengthen parental trust. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01