Preschool Teachers' Perspectives about the Engagement of Immigrant and Non-Immigrant Parents in Their Children's Early Education

Autor/inn/en	Kurucz, Csaba; Lehrl, Simone; Anders, Yvonne
Titel	Preschool Teachers' Perspectives about the Engagement of Immigrant and Non-Immigrant Parents in Their Children's Early Education
Quelle	In: International Journal of Early Childhood, 52 (2020) 2, S.213-231 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kurucz, Csaba)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-020-00269-1
Schlagwörter	Preschool Teachers; Teacher Attitudes; Parent Participation; Immigrants; Early Childhood Education; Foreign Countries; Differences; Institutional Characteristics; Cultural Differences; Cultural Influences; Self Efficacy; Inclusion; Cultural Pluralism; Parent Teacher Cooperation; Germany + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Elternmitwirkung; Immigrant; Immigrantin; Immigranten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Unterscheiden; Kultureller Unterschied; Cultural influence; Kultureinfluss; Self-efficacy; Selbstwirksamkeit; Inklusion; Kulturpluralismus; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Deutschland
Abstract	The present study explores the perceptions of teachers about the engagement of immigrant and non-immigrant parents in preschool. Data were drawn from a larger evaluation study of a government initiative for preschools in Germany, which was designed to foster inclusive pedagogy and parent cooperation. In these analyses, teachers' perceptions of the engagement of immigrant parents and non-immigrant parents were rated for each parent group, on a 10-item measure, to identify how teacher ratings varied for the different parent groups. Data from 1397 preschool teachers, employed across 203 preschools, were analyzed using multilevel modeling. This statistical approach takes account of the clustered nature of the data. Teacher ratings of engagement for immigrant and non-immigrant parent groups differed between preschools. Most variability in the ratings could be ascribed to preschool characteristics. In preschools, in which staff held a shared understanding of dealing with cultural diversity and in which the director of the preschool had a multicultural mindset, teachers perceived engagement of parents more positively, especially for immigrant parents. Overall, the findings identified the importance of self-efficacy for inclusion and more positive beliefs about multiculturalism among preschool teachers. Such qualities are important for working with all parents. However, unfavorable social structures, such as those found in disadvantaged areas, may present major challenges for parent cooperation and engagement. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01