Why Relationships Matter: Parent and Early Childhood Teacher Perspectives about the Provisions Afforded by Young Children's Relationships
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| Title: | Why Relationships Matter: Parent and Early Childhood Teacher Perspectives about the Provisions Afforded by Young Children's Relationships |
|---|---|
| Language: | English |
| Authors: | Degotardi, Sheila, Sweller, Naomi, Pearson, Emma |
| Source: | International Journal of Early Years Education. 2013 21(1):4-21. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Foreign Countries, Early Childhood Education, Young Children, Peer Relationship, Teacher Student Relationship, Friendship, Role, Socialization, Behavior Standards, Online Surveys, Teacher Attitudes, Parent Attitudes |
| Geographic Terms: | Australia |
| DOI: | 10.1080/09669760.2013.771325 |
| ISSN: | 0966-9760 |
| Abstract: | This study investigated the perspectives of early childhood teachers and parents regarding the importance of provisions afforded by child-teacher and peer relationships in early childhood centres. Participants were 200 parents and 71 teachers of children aged 0-5 years who responded to an online survey containing a series of relationship function statements that were rated according to their perceived importance. Results demonstrate that most functions were rated as more important in the context of child-teacher relationships than peer relationships, although statements reflecting the provision of friendship were regarded as more important in the domain of peer relationships. Ratings for particular provisions of infant relationships were significantly lower than those for older children; a result generated largely by variation in the ratings of teachers in comparison to those of parents. Findings are discussed in relation to differences between parent and teacher perspectives and implications for the development of inclusive, relationship-based pedagogies. (Contains 7 tables and 3 figures.) |
| Abstractor: | As Provided |
| Number of References: | 50 |
| Entry Date: | 2013 |
| Accession Number: | EJ1005392 |
| Database: | ERIC |
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| Abstract: | This study investigated the perspectives of early childhood teachers and parents regarding the importance of provisions afforded by child-teacher and peer relationships in early childhood centres. Participants were 200 parents and 71 teachers of children aged 0-5 years who responded to an online survey containing a series of relationship function statements that were rated according to their perceived importance. Results demonstrate that most functions were rated as more important in the context of child-teacher relationships than peer relationships, although statements reflecting the provision of friendship were regarded as more important in the domain of peer relationships. Ratings for particular provisions of infant relationships were significantly lower than those for older children; a result generated largely by variation in the ratings of teachers in comparison to those of parents. Findings are discussed in relation to differences between parent and teacher perspectives and implications for the development of inclusive, relationship-based pedagogies. (Contains 7 tables and 3 figures.) |
|---|---|
| ISSN: | 0966-9760 |
| DOI: | 10.1080/09669760.2013.771325 |
