Bridging the Gap: The Role of Parent-Teacher Perception in Child Cognitive Outcomes

• In Event: 21020 - Section on Sociology of Education Roundtables
  In Refereed Roundtable (60 minute): Table 9: Childhood Experiences and Educational Outcomes

Abstract

How can a young child’s behavior impact their cognitive development? As young
children learn and grow, they are exposed to new ideas, skills, and personalities. Among the
earliest settings for child cognitive development outside the home are pre-schooling/daycare
facilities. A child’s early social and academic development is impacted by the quality of
encouragement and examples put forth by parents and educators. Both authority figures employ
different methods to aid young children in facilitating growth. Our previous research has found
that differences in parent and teacher perceptions on a child’s behavior are often negatively
associated with their development. This research seeks to further explain this relationship by
studying how the effects differ when parents or teachers view children as more prosocial. To
study this question, we draw upon data from Waves One and Two of Starting Cohort Two
(Kindergarten) of the National Educational Panel Study (NEPS). Our analysis incorporates
survey responses from both the target children’s parents and daycare educators, offering insights
into the children’s behaviors and social tendencies from both adult perspectives. Past research
has shown that for teachers, a more positive relationship with a child’s parents often yields more
favorable reports on behavior. For parents, the desire to be productively involved in a child’s
development and positive behavior may be affected by parental self-efficacy and mental health
struggles. Research has concluded that when a child’s behavioral issues are not acknowledged
and addressed, they can cause negative repercussions throughout the child’s life. Our study
investigates directionality, and whether parents or educators viewing a child as more prosocial
leads to greater gains or losses in early social and cognitive development. Understanding the
impacts of parent-teacher congruence or discordance in recognizing their children’s behaviors
can aid cognitive development as those children continue to grow and progress to adolescence
and adulthood.

Authors

• McKayla Jensen, Brigham Young University

• Mikaela Dufur, Brigham Young University-Provo

• Shana Lee Pribesh, Old Dominion University