Parent-Teacher Communication and Parental Expectations in the Assessment Process in Turkish Preschool Settings

Autor/inn/en	Özkan Yildiz, Feyza; Yilmaz, Arif
Titel	Parent-Teacher Communication and Parental Expectations in the Assessment Process in Turkish Preschool Settings
Quelle	In: Education 3-13, 49 (2021) 6, S.761-775 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Özkan Yildiz, Feyza) ORCID (Yilmaz, Arif)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2020.1861049
Schlagwörter	Parent Teacher Cooperation; Parent Attitudes; Daily Living Skills; Interpersonal Competence; Elementary School Students; Skill Development; Expectation; Case Studies; Preschool Teachers; Teacher Attitudes; Parent Participation; Preschool Children; Evaluation Methods; Student Evaluation; Foreign Countries; Child Development; Early Childhood Education; Turkey + Suchen Sie Ihr Suchwort? Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elternverhalten; Alltagsfertigkeit; Interpersonale Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Expectancy; Erwartung; Case study; Fallstudie; Case Study; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Elternmitwirkung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Schulnote; Studentische Bewertung; Ausland; Kindesentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Türkei
Abstract	This research examines the exchange of information about children between families and teachers, families' focus concerning assessments, and the expectations of families from teachers in this process. This was a qualitative case study and data were obtained through interviews, observations, and document analysis. The participant group included 8 preschool teachers and 24 parents. The data were analysed through an inductive approach and the findings revealed that parents paid attention to communication processes regarding time and space for meetings. Face-to-face communication was most frequently used by parents, and the lack of a private place for having a conversation was the primary problem faced. Teachers positively viewed parents' attempts to gain an enhanced understanding of their children by becoming involved in the assessment process. Parents primarily wanted to learn about their child's self-care and prioritised preparing their children for primary school and developing their children's social skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01