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ERIC Number: EJ839288
Record Type: Journal
Publication Date: 2005-Jul
Pages: 15
Abstractor: As Provided
Reference Count: 17
ISSN: ISSN-1090-1027
"If You Carry Him around All the Time at Home, He Expects One of Us to Carry Him around All Day Here and There Are Only TWO of Us!" Parents', Teachers', and Administrators' Beliefs about the Parent's Role in the Infant/Toddler Center
Wilgus, Gay
Journal of Early Childhood Teacher Education, v26 n3 p259-273 Jul 2005
Conflicting perspectives on the parent's role in the infant/toddler classroom can play a significant role in early educational settings. A recent ethnographic study of an Early Head Start program in New York City focused on conflict of this nature and raised the following set of questions: What sort of power and privilege should parents be given in decisions about classroom practice? Who or what should have the final say in these decisions: parents, teachers, administrators, or early childhood research literature? Should teachers unhesitatingly instruct parents as to what constitutes "best practice" or should the parents' position be given primary consideration? How much weight should culturally based beliefs about child-rearing and early education carry in these decisions? The theoretical framework for this study, following Lubeck (1994), challenges the notion that "disadvantaged" parents should be categorically dismissed as deficient in their thinking about what is educationally best for their children. The corollary notion that "disadvantaged" parents should be forced to defer to the assumptions of educators--most of whom are white and middle class--is similarly questioned. Greenman (1989) and Greenberg's (1969/1991) assertions that conflicts that arise over teachers', administrators' and parents' differing ideas about children, child-rearing, and early educational practice can be resolved in ways that are acceptable to all parties also inform this theoretical framework. An analysis of teacher interview data, coupled with classroom observational data, revealed four varying "theme perspectives."
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York