Defining Family-centered Early Education: Beliefs of Public School, Child Care, and Head Start Teachers |
| |
| Authors: | Christine B Burton |
| |
| Institution: |
a University of Wisconsin-Milwaukee. |
| |
| Abstract: | Reform efforts in early childhood education include recommendations to adopt more family-centered approaches to practice, including greater family support functions. In this study the beliefs of 280 early childhood teachers regarding aspects of family-centered programming were assessed using the written Family Involvement Survey (FIS). Teacher beliefs were compared across public school, child care, and Head Start settings. Results revealed that public school early childhood teachers reported significantly less positive beliefs about parents' childrearing interests and abilities, along with lower self-perceived competence in relating to families, than either child care or Head Start teachers. As compared to Head Start teachers, both public school and child care teachers reported significantly more conflict about providing support services to families through their early education programs. These results were interpreted, in part, as evidence of the need for more in-depth knowledge about the separate professional cultures that characterize various sectors of the early education field. |
| |
| Keywords: | |
| 本文献已被 InformaWorld 等数据库收录！ |
|
