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Socialization Values and Parenting Practices as Predictors of Parental Involvement in Their Children's Educational Process
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Kikas, Eve; Tulviste, Tiia; Peets, Kätlin – Early Education and Development, 2014
Research Findings: The purpose of this study was to examine associations between parental socialization values (including inconsistency in values), parenting practices, and parental involvement in their children's education. Altogether 242 Estonian mothers and fathers of first-grade children participated in the study. We found that mothers were…
Descriptors: Socialization, Parenting Styles, Parent Participation, Predictor Variables
Parenting Style as a Context for Emotion Socialization
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Chan, Siu Mui; Bowes, Jennifer; Wyver, Shirley – Early Education and Development, 2009
Research Findings: The purpose of this study was to examine parenting style in the domain of emotion socialization through studying the relationships among parenting styles, emotion-related parental practices, and parental goals of Hong Kong-Chinese mothers. Data were collected from 189 Hong Kong-Chinese mothers of 6- to 8-year-old children. Hong…
Descriptors: Foreign Countries, Parenting Styles, Goal Orientation, Emotional Intelligence
Professionals' and Families' Perceptions of Family-Centered Practices in Infant-Toddler Services.
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McWilliam, R. A.; Snyder, Patricia; Harbin, Gloria L.; Porter, Patricia; Munn, Duncan – Early Education and Development, 2000
Examined the extent of family-centered practices in early intervention, professionals' and families' values about the practices, and relation of participants' characteristics to practices. Found that professionals reported more family-centered typical practice than did families. Home-based services were most predictive of frequent reports of…
Descriptors: Early Intervention, Family Programs, Infants, Parent Attitudes
Teacher Values and Classroom Culture: Teaching and Learning in a Rural Appalachian Head Start Program.
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O'Brien, Leigh M. – Early Education and Development, 1993
A study designed to replicate teacher values considered five domains: use of space, use of time, patterns of teacher-child interaction, materials and activities, and parent-teacher interactions. The program had an approximately even balance between the use of a cultural transmission model and a developmental model. (LB)
Descriptors: Case Studies, Classroom Environment, Models, Parent School Relationship
Section II--Quality from the Perspective of Stakeholders: Quality in Early Childhood Programs? Underlying Values
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Lee, Jin-Hee; Walsh, Daniel – Early Education and Development, 2005
Quality is a value-laden and context-bound concept. Drawing on cultural psychology, this study examines the nature of cultural values underlying definitions of quality in American early childhood programs. From semi-structured interviews with 15 teachers and 15 administrators in center-based early childhood programs, three themes emerged: (a)…
Descriptors: Values, Definitions, Developmental Stages, Early Childhood Education
Parents' Child Care Arrangements and Their Ecological Correlates.
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Gable, Sara; Cole, Kelly – Early Education and Development, 2000
Reviews the correlates of parents' child care arrangements. Considers parents' values and child-rearing beliefs, knowledge of child care quality, and satisfaction with child care choice, as well as family factors. Offers recommendations for honoring parents' child care ideas through better child care quality information and higher professional…
Descriptors: Age Groups, Day Care, Early Childhood Education, Employed Parents