Advertisement

International Journal of Early Childhood

, Volume 50, Issue 2, pp 211–226 | Cite as

Is Parent–Teacher Cooperation in the First Year of School Associated with Children’s Academic Skills and Behavioral Functioning?

  • Kyle DeMeo CookEmail author
  • Eric Dearing
  • Henrik Daae Zachrisson
Original Article

Abstract

The importance of parent engagement in children’s schooling is well documented, yet there is limited research on the quality of parent–teacher relationships specifically. In the present study, we aimed to help build knowledge in this area by investigating parent and teacher reports of home–school cooperation during children’s first year of school in Norway. Associations between parents’ and teachers’ reports of cooperation were examined as predictors of children’s academic skills and social functioning during their first year of school in Norway (N = 932). Controlling for children’s achievement and behavior prior to school entry, children whose parents and teachers both reported very good cooperation with one another were rated as having better academic skills and social skills and as having fewer negative behaviors than children whose parents and teachers did not report very good cooperation. In addition, if both parents and teachers reported very good cooperation, children’s academic skills were rated as higher than if parents and teachers disagreed such that one reported very good cooperation, but the other did not.

Keywords

Parent–teacher cooperation Family–school partnerships Transition to school Academic outcomes Social skills Externalizing behaviors 

Résumé

L’importance de l’engagement des parents dans la scolarité des enfants est bien documentée, pourtant il y a peu de recherche spécifique sur la qualité des relations entre parents et enseignants. La présente recherche a pour objectif d’aider à développer les connaissances dans ce domaine en étudiant les bilans des parents et des enseignants sur la coopération entre l’école et la maison pendant la première année d’école des enfants en Norvège. Les associations entre les bilans de coopération des parents et ceux des enseignants ont été examinées comme prédictives des compétences scolaires et du fonctionnement social des enfants pendant leur première année d’école en Norvège (N = 932). En contrôlant la réussite et les comportements des enfants avant leur entrée à l’école, les enfants dont les parents et les instituteurs rapportaient tous deux une très bonne coopération mutuelle avaient des scores plus élevés en compétences scolaires et sociales et moindres en comportements négatifs que les enfants dont les parents et instituteurs ne rapportaient pas une très bonne coopération. De plus, si tant les parents que les enseignants indiquaient une très bonne coopération, les compétences scolaires des enfants obtenaient une note plus élevée que si les parents et les enseignants n’étaient pas d’accord, par exemple l’un rapportant une très bonne coopération et l’autre pas.

Resumen

La importancia del compromiso de padres en la escolaridad de los niños está bien documentada; sin embargo, poco ha sido investigado, específicamente, sobre la calidad de las relaciones entre padres y educadores. El presente estudio busca fortalecer el conocimiento en esta área al investigar informes de padres y educadores sobre la cooperación entre el hogar y la escuela durante el primer año escolar de niños en Noruega. Los informes de cooperación suministrados por padres y educadores arrojaron asociaciones que fueron examinadas como predictores de habilidades académicas y funcionamiento social de los niños durante su primer año escolar en Noruega (N = 932). Como factor de control de logros académicos y comportamiento de niños antes de entrar a la escuela, los niños cuyos padres y profesores reportaron muy buena cooperación mutua fueron calificados con mejores habilidades académicas y sociales y menores comportamientos negativos, en comparación con aquellos niños cuyos padres y educadores no reportaron muy buena cooperación. Adicionalmente, en los casos en que padres y educadores reportaron muy buena cooperación, las habilidades académicas de los niños fueron calificadas como mejores, en contraste con aquellos niños cuyos padres y educadores ofrecieron opiniones contrarias, es decir, cuando uno de ellos reportó muy buena cooperación pero la otra parte no reportó lo mismo.

Notes

Acknowledgements

The study was conducted while the first author was affiliated with Boston College. This study was supported by The Norwegian Council of Research (NCR), Grant No. 212260. The second author was partially supported by NCR Grant No. 234828. The funding body played no role in the study design, collection, analysis, data interpretation or manuscript writing.

References

  1. Achenbach, T. M. (1991). Manual for the Child Behavior Checklist/4-18 and 1991 profile. Burlington, VT: Department of Psychiatry, University of Vermont.Google Scholar
  2. Ahtola, A., Silinskas, G., Poikonen, P. L., Kontoniemi, M., Niemi, P., & Nurmi, J. E. (2011). Transition to formal schooling: Do transition practices matter for academic performance? Early Childhood Research Quarterly, 26(3), 295–302.CrossRefGoogle Scholar
  3. Alexander, K. L., Entwisle, D. R., Blyth, D. A., & McAdoo, H. P. (1988). Achievement in the first 2 years of school: Patterns and processes. Monographs of the Society for Research in Child Development. Washington, DC: SRCD.Google Scholar
  4. Bohan-Baker, M., & Little, P. M. (2002). The transition to kindergarten: A review of current research and promising practices to involve families. Cambridge, MA: Harvard Family Research Project.Google Scholar
  5. Bohan-Baker, M., & Little, P. M. (2004). The transition to kindergarten: A review of current research and promising practices to involve families. Cambridge, MA: Harvard Family Research Project.Google Scholar
  6. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by design and nature. Cambridge, MA: Harvard University Press.Google Scholar
  7. Cook, K. D., & Coley, R. L. (2017). School transition practices and children’s social and academic adjustment in kindergarten. Journal of Educational Psychology, 109(2), 166–177.CrossRefGoogle Scholar
  8. Cook, K. D., Dearing, E., & Zachrisson, H. D. (2017). Information sharing between teachers and early education programs during school entry in Norway: Associations with children’s school adjustment and success in the first year. International Journal of Child Care and Education Policy, 11(1), 14.  https://doi.org/10.1186/s40723-017-0039-5.CrossRefGoogle Scholar
  9. Dearing, E., Kreider, H., & Weiss, H. B. (2008). Increased family involvement in school predicts improved child–teacher relationships and feelings about school for low-income children. Marriage & Family Review, 43(3–4), 226–254.CrossRefGoogle Scholar
  10. Dearing, E., Sibley, E., & Nguyen, H. N. (2017). Achievement mediators of family engagement in children’s education: A family–school-community systems model. In S. Sheridan & E. Moorman Kim (Eds.), Processes and pathways of family–school partnerships across development (pp. 41–59). Cham, Switzerland: Springer International Publishing.Google Scholar
  11. Dunn, L. M., Dunn, L. M., Whetton, C., & Pintilie, D. (1997). British picture vocabulary test (2nd ed.). London: NFER-Nelson.Google Scholar
  12. Fabian, H. (2002). Children starting school. London: Fulton.Google Scholar
  13. Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1–22.CrossRefGoogle Scholar
  14. FUG. (2017). Parent’s Committee for Primary and Secondary Education in Norway. Oslo, Norway. Retrieved November 2, 2017 from http://www.fug.no/hva-skal-det-samarbeides-om.141887.en.html.
  15. Gresham, F., & Elliott, S. N. (2007). Social skills improvement system (SSIS) rating scales. San Antonio, TX: Pearson Education.Google Scholar
  16. Jeynes, W. (2012). A meta-analysis of the efficacy of different types of parental involvement programs for urban students. Urban Education, 47(4), 706–742.CrossRefGoogle Scholar
  17. Little, R. J. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83, 1198–1202.CrossRefGoogle Scholar
  18. McIntyre, L. L., Eckert, T. L., Fiese, B. H., DiGennaro, F. D., & Wildenger, L. K. (2007). Transition to kindergarten: Family experiences and involvement. Early Childhood Education Journal, 35(1), 83–88.  https://doi.org/10.1007/s10643-007-0175-6.CrossRefGoogle Scholar
  19. Ministry of Education & Research. (2007). Education act of Norway. Oslo, Norway. Retrieved November 2, 2017 from https://www.regjeringen.no/en/dokumenter/education-act/id213315/.
  20. Murray, E., McFarland-Piazza, L., & Harrison, L. J. (2015). Changing patterns of parent–teacher communication and parent involvement from preschool to school. Early Child Development and Care, 185(7), 1031–1052.CrossRefGoogle Scholar
  21. National Academies of Sciences, Engineering, and Medicine. (2016). Parenting matters: Supporting parents of children aged 0–8. Washington, DC: The National Academies Press.  https://doi.org/10.17226/21868.Google Scholar
  22. Norwegian Directorate for Education and Training. (2017). Oslo, Norway. Retrieved November 2, 2017 from https://www.udir.no/kvalitet-og-kompetanse/samarbeid/hjem-skole-samarbeid/.
  23. Perry, B., & Dockett, S. (2003). Starting school: Perspectives of Australian children, parents and educators. Paper presented at the British Education Research Association Annual Conference, Edinburgh, UK. Retrieved November 2, 2017 from http://www.leeds.ac.uk/educol/documents/00003324.htm.
  24. Pianta, R. C., Cox, M. J., & Snow, K. L. (2007). School readiness and the transition to kindergarten in the era of accountability. Baltimore, MD: Brookes.Google Scholar
  25. Pianta, R., Cox, M., Taylor, L., & Early, D. (1999). Kindergarten teachers’ practices related to transition into schools: Results of a national survey. Elementary School Journal, 100, 71–86.CrossRefGoogle Scholar
  26. Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of parents’ involvement in children’s academic lives: More is not always better. Review of educational research, 77(3), 373–410.CrossRefGoogle Scholar
  27. Rimm-Kaufman, S. E., & Pianta, R. C. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21, 491–511.CrossRefGoogle Scholar
  28. Royston, P. (2005). Multiple imputation of missing values: ice. Stata Journal, 5, 527–536.Google Scholar
  29. Schulting, A. B., Malone, P. S., & Dodge, K. A. (2005). The effect of school-based kindergarten transition policies and practices on child academic outcomes. Developmental Psychology, 41(6), 860–871.CrossRefGoogle Scholar
  30. Union of Education Norway. (2015). Nøkkeltall for grunnskolen t.o.m. skoleåret 2013/14. Faktaark 2014:1. [Key numbers for elementary school including the academic year 2013/2014. Fact report 2014:1]. Retrieved April 4, 2016 from https://www.utdanningsforbundet.no/upload/Publikasjoner/Faktaark/Faktaark%202014/Faktaark_2014.01.pdf.
  31. Zambrana, I. M., Dearing, E., Nærde, A., & Zachrisson, H. D. (2015). Time in ECEC and language competence in Norwegian 4-year-old girls and boys. European Early Childhood Education Research Journal, 24(6), 793–806.  https://doi.org/10.1080/1350293X.2015.1035538.CrossRefGoogle Scholar

Copyright information

© Springer Nature B.V. 2018

Authors and Affiliations

  • Kyle DeMeo Cook
    • 1
    Email author
  • Eric Dearing
    • 2
  • Henrik Daae Zachrisson
    • 3
  1. 1.Education Development CenterWalthamUSA
  2. 2.Lynch School of EducationBoston CollegeChestnut HillUSA
  3. 3.The Norwegian Center for Child Behavioral Development and Center for Educational MeasurementUniversity of OsloOsloNorway

Personalised recommendations