Description:
Family-teacher relationships in early childhood education are recognized as both important and challenging. This qualitative case study used content analysis to examine the impact of infant mental health principles on preservice teachers’ communication with the parent of a child in need of early intervention. Analysis of student work suggested that they promoted students’ ability to take on the perspective of the parent and focus on establishing an authentic relationship in their communication. (author abstract)
Resource Type:
Reports & Papers
Country:
United States