Why relationships matter: parent and early childhood teacher perspectives about the provisions afforded by young children's relationships

Degotardi, S., Sweller, N. and Pearson, E. (2013) Why relationships matter: parent and early childhood teacher perspectives about the provisions afforded by young children's relationships. International Journal of Early Years Education, 21 (1). pp. 4-21. ISSN 0966-9760

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Abstract

This study investigated the perspectives of early childhood teachers and parents regarding the importance of provisions afforded by child–teacher and peer relationships in early childhood centres. Participants were 200 parents and 71 teachers of children aged 0–5 years who responded to an online survey containing a series of relationship function statements that were rated according to their perceived importance. Results demonstrate that most functions were rated as more important in the context of child–teacher relationships than peer relationships, although statements reflecting the provision of friendship were regarded as more important in the domain of peer relationships. Ratings for particular provisions of infant relationships were significantly lower than those for older children; a result generated largely by variation in the ratings of teachers in comparison to those of parents. Findings are discussed in relation to differences between parent and teacher perspectives and implications for the development of inclusive, relationship-based pedagogies.

Item Type:	Article
Divisions:	School of Social Science
Depositing User:	Dr Emma Pearson
Date Deposited:	19 Jun 2017 07:28
Last Modified:	23 Jul 2019 14:20
URI:	https://bgro.repository.guildhe.ac.uk/id/eprint/135

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