Parents' Trust in Their Child's Preschool: Associations with Child and Family Characteristics and Aspects of Parent-Preschool Communication

Autor/inn/en	Hummel, Theresia G.; Cohen, Franziska; Anders, Yvonne
Titel	Parents' Trust in Their Child's Preschool: Associations with Child and Family Characteristics and Aspects of Parent-Preschool Communication
Quelle	In: Early Education and Development, 34 (2023) 5, S.1057-1074 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2022.2101344
Schlagwörter	Trust (Psychology); Parent School Relationship; Preschool Education; Parent Participation; Family Characteristics; Student Characteristics; Interpersonal Communication; Foreign Countries; Parent Attitudes; Interaction; Parent Teacher Cooperation; Germany; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Pre-school education; Vorschulerziehung; Elternmitwirkung; Interpersonale Kommunikation; Ausland; Elternverhalten; Interaktion; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Deutschland
Abstract	Research Findings: Trust is considered to be a crucial element of effective parent-preschool partnerships and an important prerequisite of parental involvement in their children's educational processes. The present study examines the role of child and family characteristics and aspects of parent-preschool communication in parents' trust. 735 families at 169 preschools participated in the study. All data were obtained in the context of the evaluation of a governmental preschool initiative in Germany. As well as trust, child and family characteristics were assessed using questionnaires. Aspects of parent-preschool communication were assessed with questionnaires and standardized observations. Structural equation modeling analyses indicate that a child's behavioral disorder and their family's language predict parents' trust in their child's preschool. In addition, the results highlight that the quality of informal communication during transition times is crucial in trusting relationships. Thus, all aspects of parent-preschool communication (parents' perceived quality of communication, parents' satisfaction with communication, and observed interaction quality between parents and professionals) are positively related to parental trust. Practice or Policy: Consequently, training programs should make use of these results to enhance professionals' communication strategies and thereby to establish a trustful relationship with all parents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01