Parents play an important role
in children’s education. Parents’ expectations and evaluation of kindergarten
teachers could foster the collaboration between kindergarten teachers and
parents. However, parents’ voice has largely been ignored in empirical
research. The purpose of the present study is to reveal 3 - 6 years old children’s
parents’ perceptions about 1) the importance of new kindergarten teacher
standards and 2) their perceptions about kindergarten teachers’ mastery of
these standards. In this study, considering China’s new Kindergarten Teacher
Professional Standards (2012) has been defined and implemented recently. China
is used as a case based on a survey of 423 parents. The results show that
“respect” and “love” to children are the most important competencies. Parents
speak highly of teachers’ mastery levels. Both parental expectations to their
children and family involvements are significant impact factors to parents’
cognition and assessment of kindergarten teachers’ competencies.
References
[1]
Ugaste, A., Tuul, M., Niglas, K. and Neudorf, E. (2013) Estonian Preschool Teachers’ Views on Learning in Preschool. Early Child Development and Care, 184, 370-385. http://dx.doi.org/10.1080/03004430.2013.788502
[2]
OECD (2012) Starting Strong III. A Quality Toolbox for Early Childhood Education and Care. OECD, Paris.
[3]
National Council on Teacher Quality (2013) State Teacher Policy Yearbook. Washington DC.
[4]
Day, C., Elliot, B. and Kington, A. (2005) Reform, Standards and Teacher Identity: Challenges of Sustaining Commitment. Teaching and Teacher Education, 21, 563-577. http://dx.doi.org/10.1016/j.tate.2005.03.001
[5]
Camp, D.G. (2007) Where Do Standards Come from? A Phenomenological Study of the Development of National Board Early Childhood/Generalist Standards. Journal of Research in Childhood Education, 21, 420-437.
http://dx.doi.org/10.1080/02568540709594605
[6]
Kohen, D. and Guèvremont, A. (2014) Income Disparities in Pre-school Outcomes and the Role of Family, Child, and Parenting Factors. Early Child Development and Care, 184, 266-292.
http://dx.doi.org/10.1080/03004430.2013.785539
[7]
Colley, B.M. (2014) Voices from the Gambia: Parents’ Perspectives on Their Involvement in Their Children’s Education. Childhood Education, 90, 212-218. http://dx.doi.org/10.1080/00094056.2014.910977
[8]
Davis-Kean, P.E. (2005) The Influence of Parent Education and Family Income on Child Achievement: The Indirect Role of Parental Expectations and the Home Environment. Journal of the Division of Family Psychology of the American Psychological Association, 19, 294-304. http://dx.doi.org/10.1037/0893-3200.19.2.294
[9]
Iruka, I.U., Dotterer, A.M. and Pungello, E.P. (2014) Ethnic Varia-tions of Pathways Linking Socioeconomic Status, Parenting, and Preacademic Skills in a Nationally Representative Sample. Early Education and Development, 25, 973- 994. http://dx.doi.org/10.1080/10409289.2014.892806
[10]
G?kalp, M., Barut, Y. and Mentese, S. (2010) Pre-School Edu-cation and the Effects of the Relations between Parents and Teachers on Pre-School Age Children (Ordu Centrum). Procedia-Social and Behavioral Sciences, 9, 203-212.
http://dx.doi.org/10.1016/j.sbspro.2010.12.137
[11]
Guerra, M. and Luciano, E. (2010) Sharing the Responsibility of Education: The Relationship between Teachers and Parents in 0-6 Year-Old Children Services and Schools. Procedia-Social and Behavioral Sciences, 2, 3308-3313.
http://dx.doi.org/10.1016/j.sbspro.2010.03.506
[12]
De Steno, H. (2000) Parent Involvement in the Classroom: The Fine Line. Young Children, 55, 13-17.
[13]
File, N. (2001) Family-Professional Partnerships: Practice That Matches Philosophy. Young Children, 56, 70-74.
[14]
Abu Taleb, T.F. (2013) Requirements of High-Quality Kindergarten Programs According to Jordanian Parents: An Exploratory Study. Journal of Research in Childhood Education, 27, 472-484.
http://dx.doi.org/10.1080/02568543.2013.822953
[15]
Goldstein, L.S. (2007) Beyond the DAP versus Standards Dilemma: Examining the Unforgiving Complexity of Kindergarten Teaching in the United States. Early Childhood Research Quarterly, 22, 39-54.
http://dx.doi.org/10.1016/j.ecresq.2006.08.001
[16]
Martin, S., Meyer, J., Jones, R., Laverne, N. and Ling, T. (2010) Perceptions of Professionalism among Individuals in the Child Care Field. Child & Youth Care Forum, 39, 341-349. http://dx.doi.org/10.1007/s10566-010-9107-5
[17]
Eun Kyeong, C. and Couse, L. (2008) Early Childhood Teacher Policy in the United States: Continuing Issues, Overcoming Barriers, and Envisioning the Future. International Journal of Child Care and Education Policy, 2, 15-30.
http://dx.doi.org/10.1007/2288-6729-2-2-15
[18]
Galindo, C. and Sheldon, S.B. (2012) School and Home Connections and Children’s Kindergarten Achievement Gains: The Mediating Role of Family Involvement. Early Childhood Research Quarterly, 27, 90-103.
http://dx.doi.org/10.1016/j.ecresq.2011.05.004
[19]
Kim, E.M., Coutts, M.J., Holmes, S.R., Sheridan, S.M., Ransom, K.A., Sjuts, T.M. and Rispoli, K.M. (2012) Parent Involvement and Family-School Partnerships: Examining the Content, Processes, and Outcomes of Structural versus Relationship-Based Approaches. CYFS Working Paper No. 2012-6, Nebraska Center for Research on Children, Youth, Families and Schools.
[20]
Froiland, J.M., Peterson, A. and Davison, M.L. (2012) The Long-Term Effects of Early Parent Involvement and Parent Expectation in the USA. School Psychology International, 0143034312454361.
