Parent–caregiver relationship dyad in Greek day care centres

Abstract

High quality early childhood education and care programmes encourage frequent, positive communication with and positive, effective relationships between parents and early childhood educators. The present study aimed to examine the adult relationship aspects of childcare and, more precisely, the parent/caregiver relationship dyad. The way in which parents are involved in early childhood education and care programmes provides one possible indication of the nature of the parent/caregiver relationships, yet previous research in Greece, on the topic of parental involvement, has indicated that Greek parents do not participate in their children's preschool centres and that little attention is paid to parents’ role in their children's care and education. Research data suggest that Greek parents and caregivers of the present sample cooperate and communicate superficially and that parent/teacher relationships have a long way to go toward becoming partnerships.