Assessment of Parent–Teacher Relationships in Early Childhood Education Programs During the COVID-19 Pandemic

Grace Keengwe, Ariri Onchwari

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

Relationships between families and schools are important in the educational experiences of young children. However, the COVID-19 pandemic that began in 2019 and spread rapidly around the world disrupted many families, teachers, early childhood programs, and other child-support institutions. There is much to be learned on how this pandemic specifically affected parent–teacher relationships. This study examined whether parent, teacher and other program characteristics had an impact on early childhood parents’ ratings of the quality of their relationships with teachers. Results suggest that parent’s education, income, age of child, location of the center and distance learning availability, impacted how parents perceived their relationships with teachers. Supporting parents’ home environments may be one effective strategy for promoting positive relationships between parents and teachers in times of challenges.

Original languageEnglish (US)
Pages (from-to)305-317
Number of pages13
JournalEarly Childhood Education Journal
Volume52
Issue number2
DOIs
StatePublished - Feb 2024

Bibliographical note

Publisher Copyright:
© 2022, The Author(s), under exclusive licence to Springer Nature B.V.

Keywords

  • COVID-19
  • Childcare centers
  • Early childhood
  • Early childhood teachers
  • Parents
  • Parent–teacher relationships

PubMed: MeSH publication types

  • Journal Article

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