Early Childhood Educators’ Perceptions of Parent–child Relationships: A Qualitative Study
Bibliographic record
Abstract
PARENT–CHILD RELATIONSHIPS are the most critical for children's social and emotional development and wellbeing. While parent–child relationship support programs are well documented, there are none designed for educators’ use within early education and care settings. To inform development of an educator program, an understanding of educators’ everyday practices, their role in supporting parent–child relationships and children's social and emotional development was sought. Educators reported the importance of parent– child relationships, yet were hesitant to engage with parents. Educators’ knowledge was primarily implicit—drawing on observations and practical experiences to build their knowledge of relationships and social and emotional development—which contributed to reluctance in sharing their knowledge with parents. Educators requested theoretical, evidence-based approaches to build further knowledge and inform everyday practices in supporting parent–child relationships. These findings are critical to the development of an educator-led parent–child relationship program for use within education and care settings.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".