ABSTRACT

Cooperation between preschools and parents is one key dimension of pedagogical quality in early childhood education and care (ECEC). We examined the structural characteristics of ECEC that predict preschool cooperation activities and how they are associated with children’s language and social-emotional skills at the age of 3. The results are based on data of an evaluation study with a sample size of 146 families and 46 preschool centres. The head teachers of the preschools gathered information about cooperation activities via a questionnaire. Children’s language and social-emotional skills were assessed using the Peabody Picture Vocabulary Test (PPVT), the Vineland Adaptive Behavior Scale (VABS), and the Strengths and Difficulties Questionnaire (SDQ). Results showed associations between further training, job experience, and parent involvement activities. Furthermore, teachers reported that a positive association was found between cooperation activities and problematic behaviour and between receptive language and prosocial skills of the children. Attention should be paid to the professionalization of parent-preschool cooperation.

摘要

学前班和家长之间的合作是幼儿教育和护理（ECEC）中教学质量的关键方面之一。我们检查了ECEC的结构特征，这些结构预测了3岁以下的学前合作活动以及它们与儿童的语言和社交情感技能的关系。结果基于对146个家庭和46个家庭的样本研究的评估数据学前中心。学龄前班主任通过问卷收集了有关合作活动的信息。使用皮博迪图片词汇测试（PPVT），葡萄园适应行为量表（VABS）和长处和困难问卷（SDQ）对儿童的语言和社交情感技能进行了评估。结果表明，进一步培训，工作经验，和家长参与活动。此外，教师报告说，在合作活动和有问题的行为之间以及儿童的接受语言和亲社会技能之间发现了积极的联系。应重视亲子合作的专业化。