Family Involvement in Early Childhood Education and Care and Its Effects on the Social-Emotional and Language Skills of 3-Year-Old Children

Autor/inn/en	Cohen, Franziska; Anders, Yvonne
Titel	Family Involvement in Early Childhood Education and Care and Its Effects on the Social-Emotional and Language Skills of 3-Year-Old Children
Quelle	In: School Effectiveness and School Improvement, 31 (2020) 1, S.125-142 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cohen, Franziska)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2019.1646293
Schlagwörter	Family Involvement; Early Childhood Education; Social Development; Emotional Development; Language Skills; Preschool Children; Parent Teacher Cooperation; Child Language; Interpersonal Competence; Verbal Ability; Vocabulary; Intelligence Tests; Behavior Rating Scales; Adjustment (to Environment); Child Behavior; Screening Tests; Behavior Problems; Questionnaires; Receptive Language; Foreign Countries; Germany; Peabody Picture Vocabulary Test; Vineland Adaptive Behavior Scales; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Soziale Entwicklung; Gefühlsbildung; Language skill; Sprachkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; 'Children''s language'; Kindersprache; Interpersonale Kompetenz; Mündliche Leistung; Wortschatz; Intelligence test; Intelligenztest; Screening-Verfahren; Fragebogen; Rezeptive Kommunikationsfähigkeit; Ausland; Deutschland
Abstract	Cooperation between preschools and parents is one key dimension of pedagogical quality in early childhood education and care (ECEC). We examined the structural characteristics of ECEC that predict preschool cooperation activities and how they are associated with children's language and social-emotional skills at the age of 3. The results are based on data of an evaluation study with a sample size of 146 families and 46 preschool centres. The head teachers of the preschools gathered information about cooperation activities via a questionnaire. Children's language and social-emotional skills were assessed using the Peabody Picture Vocabulary Test (PPVT), the Vineland Adaptive Behavior Scale (VABS), and the Strengths and Difficulties Questionnaire (SDQ). Results showed associations between further training, job experience, and parent involvement activities. Furthermore, teachers reported that a positive association was found between cooperation activities and problematic behaviour and between receptive language and prosocial skills of the children. Attention should be paid to the professionalization of parent-preschool cooperation. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01