Low-Income Parents' Adult Interactions at Childcare Centres

Autor/inn/en	Reid, Jeanne L.; Martin, Anne; Brooks-Gunn, Jeanne
Titel	Low-Income Parents' Adult Interactions at Childcare Centres
Quelle	In: Early Child Development and Care, 187 (2017) 1, S.138-151 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1152964
Schlagwörter	Adults; Low Income Groups; Parent Caregiver Relationship; Interviews; Child Care Centers; Parent Teacher Cooperation; Social Support Groups; Interaction; Interaction Process Analysis; Incidence; Parent Attitudes; New York (New York) + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Social support; Soziale Unterstützung; Interaktion; Prozessanalyse; Vorkommen; Elternverhalten
Abstract	Little is known about the extent and nature of low-income parents' interactions with other parents and staff at childcare centres, despite the potential for these interactions to provide emotional, informational, and instrumental support. This study interviewed 51 parents at three childcare centres in low-income neighbourhoods in New York City. Twenty-six per cent of parents reported talking with other parents at drop-off and pick-up, and another 35% reported meeting with parents outside the centre in addition to talking with them at the centre. Parents' extent of interaction was related to how long they spent at drop-off and pick-up, their participation in centre activities, and their sociability in general. All parents reported interacting with teachers and administrators, and described them more often than other parents as good sources of information and advice. We discuss the implications for parents and centre-based childcare providers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01