1,041
Views
0
CrossRef citations to date
0
Altmetric
Articles

An observational assessment of parent–teacher cocaring relationships in infant–toddler classrooms

, &

References

  • Altenburger, L. E., S. J. Schoppe-Sullivan, S. N. Lang, D. J. Bower, and C. M. Kamp Dush. 2014. “Associations between Prenatal Coparenting Behavior and Observed Coparenting Behavior at 9-months Postpartum.” Journal of Family Psychology 28 (4): 495–504. doi: 10.1037/fam0000012
  • Bernhard, J., M. L. Lefebvre, K. M. Kilbride, G. Chud, and R. Lange. 1998. “Troubled Relationships in Early Childhood Education: Parent–Teacher Interactions in Ethnoculturally Diverse Childcare Settings.” Early Education & Development 9 (1): 5–28. doi: 10.1207/s15566935eed0901_1
  • Bradley, R. H. 2010. “From Home to Day Care: Chaos in the Family/Child-care Mesosystem.” In Chaos and its Influence on Children's Development: An Ecological Perspective, edited by G. W. Evans, and T. D. Wachs, 135–153. Washington, DC,US: American Psychological Association doi:10.1037/12057-009.
  • Bronfenbrenner, U. 1986. “Ecology of the Family as A Context for Human Development: Research Perspectives.” Developmental Psychology 22: 723–742. doi: 10.1037/0012-1649.22.6.723
  • Child Care Aware of America. 2016. Child Care in America 2016 State Fact Sheets. Arlington, VA: Child Care Aware of America.
  • Cowan, C. P., and P. A. Cowan. 1996. “Schoolchildren and Their Families Project: Description of Co-parenting Style Ratings.” Unpublished coding scales. Berkeley.
  • Dunst, C. J. 2002. “Family-centered Practices: Birth through High School.” The Journal of Special Education 36 (3): 141–149. doi: 10.1177/00224669020360030401
  • Feinberg, M. E. 2002. “Coparenting and the Transition to Parenthood: A Framework for Prevention.” Clinical Child and Family Psychology Review 5 (3): 173–195. doi: 10.1023/A:1019695015110
  • Feinberg, M. E. 2003. “The Internal Structure and Ecological Context of Coparenting: A Framework for Research and Intervention.” Parenting: Science and Practice 3 (2): 95–131. doi: 10.1207/S15327922PAR0302_01
  • Forry, N. D., S. Moodie, S. Simkin, and L. Rothenberg. 2011. Family–Provider Relationships: A Multidisciplinary Review of High Quality Practices and Associations with Family, Child, and Provider Outcomes (Issue Brief OPRE 2011–26a). Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
  • Hale-Jinks, C., H. Knopf, and H. Knopf. 2006. “Tackling Teacher Turnover in Child Care: Understanding Causes and Consequences, Identifying Solutions.” Childhood Education 82 (4): 219–226. doi: 10.1080/00094056.2006.10522826
  • Halgunseth, L. C., A. Peterson, D. R. Stark, and S. Moodie. 2009. Family Engagement, Diverse Families, and Early Childhood Education Programs: An Integrated Review of the Literature. Washington, DC: NAEYC. Retrieved from: http://www.naeyc.org/files/naeyc/file/ecprofessional/EDFLiterature%20Review.pdf.
  • Hofer, M. A. 2006. “Psychobiological Roots of Early Attachment.” Current Directions in Psychological Science 15 (2): 84–88. doi:10.1111/j.0963-7214.2006.00412.x.
  • Howes, C., C. Rodning, D. C. Galluzzo, and L. Myers. 1988. “Attachment and Childcare: Relationships with Mother and Caregiver.” Early Childhood Research Quarterly 3 (4): 403–416. doi: 10.1016/0885-2006(88)90037-3
  • Hughes, P., and G. MacNaughton. 2000. “Consensus, Dissensus, or Community: The Politics of Parent Involvement in Early Childhood Education.” Contemporary Issues in Early Childhood 1 (3): 241–258. doi: 10.2304/ciec.2000.1.3.2
  • Hujala, E., L. Turja, M. F. Gaspar, M. Veisson, and M. Waniganayake. 2009. “Perspectives of Early Childhood Teachers on Parent–Teacher Partnerships in Five European Countries.” European Early Childhood Education Research Journal 17 (1): 57–76. doi: 10.1080/13502930802689046
  • Jeon, L., C. K. Buettner, and A. R. Snyder. 2014. “Pathways from Teacher Depression and Child-care Quality to Child Behavioral Problems.” Journal of Consulting and Clinical Psychology 82 (2): 225–235. doi: 10.1037/a0035720
  • Jia, R., and S. J. Schoppe-Sullivan. 2011. “Relations Between Coparenting and Father Involvement in Families with Preschool Aged Children.” Developmental Psychology 47 (1): 106–118. doi: 10.1037/a0020802
  • Jor’dan, J. R., K. G. Wolf, and A. Douglass. 2012. “Strengthening Families in Illinois: Increasing Family Engagement in Early Childhood Programs.” Young Children 67 (5): 18–23.
  • Koch, G. G. 1982. “Intraclass Correlation Coefficient.” In Encyclopedia of Statistical Sciences, Vol. 4, 213–217. New York: John Wiley & Sons.
  • Landry, S. H., K. E. Smith, P. R. Swank, M. A. Assel, and S. Vellet. 2001. “Does Early Responsive Parenting have a Special Importance for Children's Development or is Consistency Across Early Childhood Necessary?” Developmental Psychology 37 (3): 387–403. doi: 10.1037/0012-1649.37.3.387
  • Lang, S. N., S. J. Schoppe-Sullivan, and L. Jeon. 2017. “Examining A Self-report Measure of Parent–Teacher Cocaring Relationships and Associations with Parental Involvement.” Early Education and Development 28 (1), doi:10.1080/10409289.2016.1195672.
  • Lang, S. N., A. R. Tolbert, S. J. Schoppe-Sullivan, and A. Bonomi. 2016. “A Cocaring Framework for Infants and Toddlers: Applying a Model of Coparenting to Parent–Teacher Relationships.” Early Childhood Research Quarterly, 34 (1): 40–52. doi: 10.1016/j.ecresq.2015.08.004
  • Mangelsdorf, S. C., S. J. Schoppe, and H. Buur. 2000. “The Meaning of Parental Reports: A Contextual Approach to the Study of Temperament and Behavior Problems in Childhood.” In Temperament and personality development across the lifespan, edited by V. J. Molfese, and D. L. Molfese, 121–140. Mahwah, NJ: Erlbaum.
  • McGrath, W. H. 2007. “Ambivalent Partners: Power, Trust and the Partnership in Relationships between Mothers and Teachers in a Full-time Child Care Center.” Teachers College Record 109 (6): 1401–1422.
  • Minuchin, P. 1985. “Families and Individual Development: Provocations from the Field of Family Therapy.” Child Development 56 (2): 289–302. doi: 10.2307/1129720
  • National Association for the Education of Young Children. 2009. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8. Position Statement. http://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf.
  • Nzinga-Johnson, S., J. A. Baker, and A. Aupperlee. 2009. “Teacher–Parent Relationships and School Involvement among Racially and Educationally Ddiverse Parents of Kindergartners.” The Elementary School Journal 110 (1): 81–91. doi: 10.1086/598844
  • Reedy, C. K., and W. H. McGrath. 2010. “Can You Hear Me Now? Staff–Parent Communication in Childcare Centers.” Early Child Development and Care 180 (3): 347–357. doi: 10.1080/03004430801908418
  • Teubert, D., and M. Pinquart. 2010. “The Association Between Coparenting and Child Adjustment: A Meta-Analysis.” Parenting: Science and Practice 10 (4): 286–307. doi: 10.1080/15295192.2010.492040
  • Van Ijzendoorn, M. H., C. M. Vereijken, M. J. Bakermans-Kranenburg, and J. M. Riksen-Walraven. 2004. “Assessing Attachment Security with the Attachment Q Sort: Meta-analytic Evidence for the Validity of the Observer AQS.” Child Development 75 (4): 1188–1213. doi: 10.1111/j.1467-8624.2004.00733.x
  • Walden, T. A. 1991. “Infant Social Referencing.” In The Development of Emotion Regulation and Dysregulation. Cambridge Studies in Social and Emotional Development, edited by J. Garber, and K. A. Dodge, 69–88. New York, NY: Cambridge University Press. doi:10.1017/CBO9780511663963.005.
  • Wells, M. B., S. N. Lang, L. Jeon, and S. J. Schoppe-Sullivan. 2016, May. “Children’s Social-emotional Adjustment and the Importance of the Parent–Teacher Cocaring Relationship.” Presented at the Biennial International Conference on Infant Studies, New Orleans, LA.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.