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Building equitable staff-parent communication in early childhood settings : an Australian case study

Hughes, Patrick and MacNaughton, Glenda 2001, Building equitable staff-parent communication in early childhood settings : an Australian case study, Early childhood research & practice, vol. 3, no. 2, Fall, pp. 1-14.

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Title Building equitable staff-parent communication in early childhood settings : an Australian case study
Author(s) Hughes, Patrick
MacNaughton, Glenda
Journal name Early childhood research & practice
Volume number 3
Issue number 2
Season Fall
Start page 1
End page 14
Publisher ERIC Clearinghouse on Elementary and Early Childhood Education
Place of publication Champaign, Ill.
Publication date 2001
ISSN 1524-5039
Keyword(s) parent participation
parent school relationship
parent teacher cooperation
power structure
preschool teachers
teacher attitudes
Summary International research has consistently found that good staff-parent relationships in early childhood centers benefit children, staff, and parents. Given these findings, the Australian federal government's Quality Improvement and Accreditation Scheme (QIAS) requires centers to involve parents in their programs. However, international research has also found that early childhood staff are anxious about their relationships with parents. This article describes a study in which early childhood staff in Australia were asked about their experiences with parent involvement. It draws on those interviews to consider communication strategies to create equitable relationships between staff and parents.
Language eng
Field of Research 130102 Early Childhood Education (excl Maori)
HERDC Research category C1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30001155

Document type: Journal Article
Collection: School of Literary and Communication Studies
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