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ERIC Number: EJ1174664
Record Type: Journal
Publication Date: 2018
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1350-293X
An Observational Assessment of Parent-Teacher Cocaring Relationships in Infant-Toddler Classrooms
Maras, Elly Q.; Lang, Sarah N.; Schoppe-Sullivan, Sarah J.
European Early Childhood Education Research Journal, v26 n2 p212-228 2018
Cocaring encompasses how parents and teachers work together to coordinate caregiving. Two critical components of cocaring have demonstrated importance for child and parent well-being: support and undermining. Although parent-teacher relationships have been studied via qualitative interviews and through self-administered questionnaires, little observational research has been conducted. This study sought to develop an observational approach to measure the quality of cocaring relationships by recording and coding parent-teacher interactions. Eighteen mother-teacher dyads of 6- to 36-month-old children from six childcare centers were video recorded during morning drop-off and evening pick-up times. Fifty-eight videos were coded for eight dimensions of cocaring quality, representing observed support and undermining. Results indicated strong inter-rater reliability and associations amongst the individual dimensions consistent with theory, thus supporting initial construct validity. This study offers a new observational tool to assess cocaring relationships and provides practical information about the kinds of behaviors that convey support and undermining in everyday interactions.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A