ERIC Number: ED035791
Record Type: RIE
Publication Date: 1970-Mar
Reference Count: 0
Teacher-Parent Relations in Preschools.
This study investigated the determinants and consequences of teacher-parent relations in the preschool context. Differences in teacher-parent relations appear to depend on the relative power of the two parties. Since teachers always control the main service offered by the institution, i.e. care and/or education of young children, and are always dependent on others for resources, i.e. money, the main variant was defined as the degree of parental control over financial resources of the organization and degree of parental dependence on its service. A four-fold typology was developed to demonstrate that teacher power is relatively highest in subsidized day care centers and parent power is relatively highest in private nursery schools. Data for the study came from participant observations and interviews with teachers in 12 preschool programs in a midwestern urban community. Implications for program planning and execution were shown for schools that differed along the relevant dimensions. (Author)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Illinois Univ., Urbana. Dept. of Sociology.
Note: Paper presented at the annual conference of the American Educational Research Association, Minneapolis, Minnesota, March, 1970