"Parent-Teacher Communication in the Infant-Toddler Setting" by ShaQuonna A. Alston

Date of Conferral

3-3-2025

Degree

Ph.D.

School

Education

Advisor

Tiffany Cameron

Abstract

There is a lack of understanding in terms of how to support effective parent-teacher communications in infant and toddler education programs. Early childhood educators are necessary to communicate with parents about what occurs in classrooms as parents are vital sources about what occurs in homes. The purpose of this study was to explore parent and teacher perspectives on parent-teacher communication to determine ways to improve and support home-school communication and support early learners. Bronfenbrenner's theory of ecological systems, particularly the mesosystem, which involves interactions between two or more settings such as homes and schools, guided the research. For this basic qualitative design, in-depth interviews were collected from 10 participants (five parents and five early childhood teachers) who had children or taught in an infant toddler setting in a school district in the Northeastern state. Data analysis included identification of codes and themes and revealed four themes: parent-teacher communication strategies, classroom engagement barriers, developmental milestones, and lifestyle convenience for parents in circumference of their homes. A recommendation was made for additional studies with larger school districts addressing effective communications in infant and toddler settings. This study addresses elements of positive social change in that it promotes development of new strategies that would strengthen parent-teacher communication which could enhance effective outcomes in the infant-toddler setting.

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