Citation

Swick KJ, McKnight S. Early Child Res. Q. 1989; 4(1): 19-29.

Copyright

(Copyright © 1989, Elsevier Publishing)

DOI

10.1016/S0885-2006(89)90038-0

PMID

unavailable

Abstract

The need for parent involvement in early childhood education has been accepted for many years. The concept of teachers as key figures in this process implies that there are certain skills, attitudes, and behaviors teachers must possess to effectively implement the parent involvement paradigm. The study reported here attempted to determine whether there were characteristics particular to kindergarten teachers who were highly supportive of parent involvement. Through an assessment of current literature, specific teacher attributes were isolated for study. A questionnaire was used to determine teacher attitudes and behaviors related to parent involvement. Findings suggest that there are characteristics particular to teachers who are deeply involved in the parent involvement process. Many kindergarten teachers are supportive of the concept but not convinced of their obligation to carry it out.