Poster #67 - Moderating Role of Family Characteristics in the Associations between Parent-Teacher Cocaring Relationship and Teacher-Infant/Toddler Relationship

• In Event: Poster Session 19

Abstract

Teacher-child (T-C) relationships are a critical factor for infants' and toddlers' physical, cognitive, and social-emotional development (Liu et al., 2020). Previous research has found that positive T-C relationships can be supported by collaboration between parents and teachers through cocaring relationships (Lang et al., 2015). However, different family characteristics may impact the relations between cocaring relationships and T-C relationships (Dearing et al., 2008; Knopf & Swick, 2008). Thus, we examine whether family characteristics moderate the associations between cocaring relationships and T-C relationships.

Methods
Participants. 41 Teachers and 90 families from the classrooms at 9 childcare centers for infants/toddlers (mean age = 24.82 months) in a midwestern area were included in the study (data collected in 2014).

Measures.
Teacher-child (T-C) relationships (Dependent Variable). The Student-Teacher Relationship Scale (STRS; Pianta, 1992), a 5-point scale (1 = definitely does not apply; 5 = definitely applies), was used to assess relationship closeness (11 items; Cronbach's alpha [α] = .74) and conflict (12 items; α = .79) between a teacher and a(n) infant/toddler.

Parent-teacher cocaring relationship (Independent Variable). Teacher's perceived cocaring relationship (i.e., Support, Endorsement, Agreement and Undermining) was measured by the Cocaring Relationship Questionnaire teacher version (Lang et al., 2015), composed of 28 items (0 = not true of us; 6 = very true of us). A total score of the cocaring relationship was used in the study (α = .92). A higher score on the cocaring relationships indicates more positive collaboration between the parent and teacher.

Family characteristics (Moderator). Family characteristics related to (1) parental employment status, (2) parental educational level, and (3) family structure, including having a spouse/partner and the number of children in a household, were used as potential moderators.

Control variables. Control variables included: child age, child sex, parent’s race, household income, how long children have been in the current classroom, parent-child relationships (closeness and conflict), teacher’s educational level, and how long teachers have worked in the early care and education field.

Analysis. Multilevel modeling with robust standard errors was used in Stata due to the nested structure of the data (children [level 1] who have the same teachers/classrooms [level 2]).

Preliminary Results
Using listwise deletion, the strength of the association between the cocaring relationship and the T-C close relationship was different depending on whether a parent had a spouse/partner or not (b = -.11, p < .05; see Table 1 and Figure 1). We will obtain finalized results in 2022 by using multiple imputation (MI) for missing data (0 - 7.78% across the variables).

Conclusion & Implication
Supporting positive parent-teacher cocaring relationships for parents without a spouse/partner may increase T-C closeness, ultimately benefiting young children’s development. Preliminary results align with the Parent, Family, and Community Engagement Framework (Head Start, Early Childhood Learning & Knowledge Center, 2022), emphasizing the important role that teacher-family partnerships have in young children’s early school experiences and supporting their school readiness, but also highlights that these relationships may be even more critical for children in single-parent households.
Further implications from the finalized results will be discussed.

Authors

• Dahyung Ryu, Ohio State University
  Presenting Author

• Sarah Naomi Lang, Ohio State University

• Lieny Jeon, University of Virginia - Charlottesville