Citations (28)
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Anouk Van Der Wildt, Rachida Aghallaj, Fauve De Backer, Michel Vandenbroeck & Orhan Agirdag. (2023) Multilingual language minority parents’ perspectives on their relationships with caregivers regarding the multilingual upbringing of the child: a large-scale exploration within childcare facilities in Flanders. International Journal of Multilingualism 0:0, pages 1-15.
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Jeong-Kyun Choi, Holly Hatton-Bowers & Jiwon Shin. (2022) Predicting Toddlers’ Problematic Behaviors: the role of poverty, parenting, and childcare. Early Child Development and Care 192:2, pages 313-330.
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John P. Rech, K. Snyder, M. Rasmussen, D. Dev & D. Dinkel. (2021) The Use of Family Engagement Principles by Childcare Providers From Various Childcare Settings: A Qualitative Study. Child Care in Practice 0:0, pages 1-18.
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Karoliina Purola & Arniika Kuusisto. (2021) Parental participation and connectedness through family social capital theory in the early childhood education community. Cogent Education 8:1.
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Marianne Fenech, Andi Salamon & Tina Stratigos. (2019) Building parents’ understandings of quality early childhood education and care and early learning and development: changing constructions to change conversations. European Early Childhood Education Research Journal 27:5, pages 706-721.
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Elly Q. Maras, Sarah N. Lang & Sarah J. Schoppe-Sullivan. (2018) An observational assessment of parent–teacher cocaring relationships in infant–toddler classrooms. European Early Childhood Education Research Journal 26:2, pages 212-228.
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Linda C. Traum & Mary Jane Moran. (2016) Parents’ and teachers’ reflections on the process of daily transitions in an infant and toddler laboratory school. Journal of Early Childhood Teacher Education 37:4, pages 331-350.
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Wendy Sims-Schouten. (2016) Positioning in relationships between parents and early years practitioners. Early Child Development and Care 186:9, pages 1392-1405.
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Elizabeth Rouse. (2016) Making learning visible – parents perceptions of children's learning outdoors. Early Child Development and Care 186:4, pages 612-623.
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Rebecca Huss-Keeler, Michelle Peters & Joy
Marie Moss. (2013) Motivation for Attending Higher Education From the Perspective of Early Care and Education Professionals. Journal of Early Childhood Teacher Education 34:2, pages 121-139.
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May
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Articles from other publishers (17)
Kyle DeMeo Cook, Eleanor Fisk, Caitlin McPherran Lombardi & Kevin Ferreira van Leer. (2023) Caring for Whole Families: Relationships Between Providers and Families During Infancy and Toddlerhood. Early Childhood Education Journal 52:5, pages 921-933.
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Ann Wilke, Tricia van Rhijn, Kimberly Squires & Kim Barton. (2024) Digital Bonds: Exploring the Impact of Computer-Mediated Communication on Parent–Educator Relationships in Early Childhood Education and Care. Education Sciences 14:2, pages 123.
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Shazia Malik. (2021) Parental Involvement in Orientation and Mobility Within the Expanded Core Curriculum for Visually Impaired Learners in Pakistan: A Review of the Literature. Journal of Education 203:1, pages 92-102.
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Jessica Dym Bartlett & Laura Nabors. 2023. Family Engagement in Mental Health Interventions for Young Children. Family Engagement in Mental Health Interventions for Young Children
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Jack McKinlay, Claire Wilson, Gillian Hendry & Carrie Ballantyne. (2022) “It feels like sending your children into the lions’ den” – A qualitative investigation into parental attitudes towards ASD inclusion, and the impact of mainstream education on their child. Research in Developmental Disabilities 120, pages 104128.
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Theresia Gabriele Hummel, Franziska Cohen, Juliane Gessulat & Yvonne Anders. (2022) Measuring interaction quality between parents and professionals and its relation to preschool characteristics. International Journal of Educational Research Open 3, pages 100195.
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Hyonsuk Cho & Kristen Votava. (2021) Family engagement of Nepali parents of dual language learners at Head Start. SN Social Sciences 1:5.
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Wendy Sims-Schouten & Sarah Barton. (2019) Contextualising Relationships Between Mothers and Practitioners: Social Structures, Causal Factors, and Generative Mechanisms. Sociological Research Online 25:3, pages 369-385.
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Candice Oakes, Sally Staton, Sandra Houen, Emma Cooke, Cassandra Pattinson, Sue-Lynn Teo & Karen Thorpe. (2019) “Did My Child Sleep Today?”: Communication Between Parents and Educators in Early Childhood Education and Care Settings. Child & Youth Care Forum 49:2, pages 265-283.
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Kai-Sook Chung & Mina Kim. (2018) The Impact of Psychological Empowerment and Organizational Culture on the Early Childhood Teacher–Parent Partnerships in South Korea. Children & Schools 40:3, pages 145-154.
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Amanda Higgins & Sue Cherrington. (2017) What's the Story?: Exploring Parent–Teacher Communication through ePortfolios. Australasian Journal of Early Childhood 42:4, pages 13-21.
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권연희. (2017) Effects of Communication Competence, and Parent-Teacher Communication Difficulties Perceived by Preschool Teachers on Their Organizational Commitment. Journal of Life-span Studies 7:1, pages 55-74.
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Maja Røn Larsen. 2017. Nordic Social Pedagogical Approach to Early Years. Nordic Social Pedagogical Approach to Early Years
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Chantal Dézainde & Lyse Turgeon. (2017) Étude qualitative sur l’intégration en milieu de garde d’enfants adoptés de l’international : points de vue des parents et des éducatrices. Revue de psychoéducation 45:1, pages 1-24.
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Sarah N. Lang, Angela R. Tolbert, Sarah J. Schoppe-Sullivan & Amy E. Bonomi. (2016) A cocaring framework for infants and toddlers: Applying a model of coparenting to parent–teacher relationships. Early Childhood Research Quarterly 34, pages 40-52.
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Eun Hye Choi. (2015) The Effect of Private Kindergarten Teacher's Teacher Efficacy and Communication Competence on Job Stress. Korean Journal of Childcare and Education 11:2, pages 39-57.
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Yoo Jung Kim, Jihye Park & Sun Hee Ahn. (2012) The Effects of Early Child Care Teachers' Communication Competence, Interpersonal Competence and Teacher Self-efficacy to Enlist Parental Involvement on Parent-Teacher Partnerships. Korean Journal of Child Studies 33:5, pages 71-89.
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