家长-教师关系与家庭参与：移民身份的作用

IF 1.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Education Journal Pub Date : 2025-03-19 DOI:10.1007/s10643-025-01878-y

Jaehee Kwon, Jisu Han

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引用次数: 0

摘要

本研究考察了先驱者父母的移民身份、他们对亲子关系的看法以及他们对孩子学习的家庭参与之间的关系。该研究利用了2014年启智家庭和儿童经历调查（FACES, 2014）中60个启智项目的577名儿童和家庭的全国代表性样本。与非移民父母相比，移民父母在学前教育项目中对家长与教师关系的积极程度较低。父母的移民身份和较低的亲子关系感知与较低的家庭参与有关。与至少有一方在美国出生的家庭相比，当父母双方都出生在美国以外的家庭时，父母对亲子关系和家庭参与的看法之间的联系更强。这些发现强调了在检查父母参与幼儿教育时考虑父母的移民身份和对家长-教师关系的看法的重要性。

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Parent-Teacher Relationships and Home-Based Involvement among Head Start Families: The Role of Immigration Status

This study examines the relationship between the immigrant status of Head Start parents, their perceptions of parent-teacher relationships, and their home-based involvement in their child’s learning. The study utilized a nationally representative sample from 577 children and families from 60 Head Start programs from the 2014 Head Start Family and Child Experiences Survey (FACES, 2014). Immigrant parents in Head Start perceived less positive parent-teacher relationships than non-immigrant parents. Parents’ immigration status and lower perceptions of parent-teacher relationships were linked to lower home-based involvement. The association between parents’ perceptions of parent-teacher relationships and home-based involvement was stronger when both parents were born outside the United States, compared to families with at least one parent born in the United States. These findings highlight the importance of considering parents’ immigration status and perceptions of parent-teacher relationships when examining parental involvement in early childhood education.

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来源期刊

Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

14.80%

发文量

124

期刊介绍： Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field