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Predictors of parent-teacher communication during infant transition to childcare in Portugal

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Resumo:Although literature reports associations between parent-teacher communication and childcare quality, little is known about how such communications are related to family, child and childcare characteristics. This study examines whether child, family and childcare experience characteristics predict the level of parent-teacher communication, and differences between parents’ and teachers’ reports of communication. Participants were mothers of 90 infants and their teachers in childcare in Portugal. Results show that both parents and teachers report higher levels of communication in higher-quality programmes. Teachers reported more frequent communication than parents. Teachers, but not parents, reported more frequent communication when children spent fewer hours in childcare. Discussion highlights the relevance of monitoring the quality of childcare contexts, especially in early ages, and to increase parent-teacher communication when children spend more time in childcare. The importance of promoting high-quality childcare and accounting for variables at the mesosystemic level of development in teacher training are also discussed.
Autores principais:Coelho, Vera
Outros Autores:Barros, Sílvia; Burchinal, Margaret R.; Cadima, Joana; Pessanha, Manuela; Pinto, Ana Isabel; Peixoto, Carla; Bryant, Donna M.
Assunto:Parent-teacher communication Infants Childcare Families Partnership
Ano:2018
País:Portugal
Tipo de documento:artigo
Tipo de acesso:acesso restrito
Instituição associada:Instituto Politécnico do Porto
Idioma:inglês
Origem:Repositório Científico do Instituto Politécnico do Porto

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