What can be cornerstone or stumbling block in a relationship between parents and teacher? (CROSBI ID 675171)
Prilog sa skupa u zborniku | sažetak izlaganja sa skupa | međunarodna recenzija
Podaci o odgovornosti
Borovac, Tijana ; Ručević, Silvija ; Krupić, Dino ; Vučković, Sandra
engleski
What can be cornerstone or stumbling block in a relationship between parents and teacher?
The aim of this paper is to analyse parents’, kindergarten teachers’ and primary school teachers’ evaluations of prosocial behaviour of a child. This study is based on the data collected during a longitudinal study (ECLAT project supported by Croatian Science Foundation (HRZZ-IP-2016-06-3917) about executive functions, individual characteristics, parenting, and early experiences in transition from preschool children to primary school-aged children. Child development can be best conceived within a set of inter-related systems that simultaneously exert their influence on children, thus, the child’s development does not depend exclusively on individual factors, but also on the systems of interaction within the child’s life environment (Bronfenbrenner, 1979) so we gave emphasis on parents and teachers perspective of a child. The study involved 160 pairs of children and their parents randomly selected, their former kindergarten teachers and current primary school teachers. In the first round, parents and kindergarten teachers completed a questionnaire about a children’s prosocial behaviour at home and in preschool setting respectively. In the second round (a year later), the children’s prosocial behaviour was evaluated again, this time by parents and primary school teachers. The project has the statement of the ethics committee of Faculty of Social Sciences. An informed consent has been obtained from children' parents and children every year. The parents’ and educators’ perception of the child can bring them together to cooperate or bring the two of them apart. The parent-teacher partnership is positively associated with the child’s wellbeing, social orientation, emotionality and learning
preschool children, prosocial behaviour, parents, teachers, transition
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Podaci o prilogu
73-73.
2018.
objavljeno
Podaci o matičnoj publikaciji
28th EECERA Annual Conference ‘Early Childhood Education, Families and Communities’ Abstract Book
Budimpešta:
978-615-80226-6-8
Podaci o skupu
28th Annual Conference: Early Childhood Education, Families and Communities (EECERA)
predavanje
28.08.2018-31.08.2018
Budimpešta, Mađarska