TY  - JOUR
PY  - 2017//
TI  - Early childhood education and care educators supporting parent-child relationships: a systematic literature review
JO  - Early years
A1  - O'Connor, Amanda
A1  - Nolan, Andrea
A1  - Bergmeier, Heidi
A1  - Hooley, Merrilyn
A1  - Olsson, Craig
A1  - Cann, Warren
A1  - Williams-Smith, Janet
A1  - Skouteris, Helen
SP  - 400
EP  - 422
VL  - 37
IS  - 4
N2  - Building strong relationships between children and parents is vital for children's social and emotional development. A majority of children attend early childhood education and care (ECEC) settings where they experience a range of relationships (educator-child, educator-parent, parent-child). Educators build relationships with children and parents, yet their influence on parent-child relationships is not well understood. Therefore, an evaluation of interventions/programs designed to promote parent-child relationships in ECEC settings (long day care, occasional care and preschool) and a range of settings (play groups, community groups and health centres) was conducted. The search revealed 21 peer-reviewed studies and seven interventions: two conducted in ECEC settings and five in a range of parent-child support settings. All studies reported intervention efficacy, yet none examined educators' influence on parent-child relationships. Investigation into current educator practices is recommended to ensure educators are supported to promote and nurture parent-child relationships, consequently strengthening children's social and emotional development.<p />  <p>Language: en</p>
LA  - en
SN  - 0957-5146
UR  - http://dx.doi.org/10.1080/09575146.2016.1233169
ID  - ref1
ER  -