Parent Engagement in Early Care and Education Settings: Relationship with Engagement Practices and Child, Parent, and Centre Characteristics

Autor/inn/en	Cutshaw, Christina A.; Mastergeorge, Ann M.; Barnett, Melissa A.; Paschall, Katherine W.
Titel	Parent Engagement in Early Care and Education Settings: Relationship with Engagement Practices and Child, Parent, and Centre Characteristics
Quelle	In: Early Child Development and Care, 192 (2022) 3, S.442-457 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cutshaw, Christina A.) ORCID (Mastergeorge, Ann M.) ORCID (Barnett, Melissa A.) ORCID (Paschall, Katherine W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1764947
Schlagwörter	Parent Participation; Child Care Centers; Preschool Education; Preschool Teachers; Parent School Relationship; Institutional Characteristics; Individual Characteristics; Teacher Characteristics; Educational Practices; Classroom Environment; Teacher Attitudes; Teacher Student Relationship; Learning Activities; Student Characteristics; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Elternmitwirkung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Bildungspraxis; Klassenklima; Unterrichtsklima; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernaktivität
Abstract	Parent engagement in early care and education (ECE) settings is a component of high quality childcare, yet little is known about mechanisms of parent engagement in centre-based care. Using a nationally representative U.S. sample, we examined centre, classroom, and teacher characteristics associated with practices ECE providers use to engage parents, and the association between these practices and parent engagement at ECE centre-based programmes. Centres with lower adult-to-child ratios, more health and developmental services, fewer meal subsidies, more time spent in reading activities, and longer teacher tenure utilized more parent engagement practices. Parents engaged more at ECE centres that had higher levels of engagement practices, accepted subsidies, were not preschool programmes, and had teachers who believed children should learn to read in kindergarten. Additional research is needed to identify characteristics that contribute to variation in use of ECE engagement practices and policies that increase parent engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01