Abstract
Early childhood educators (ECEs) are increasingly expected to work collaboratively. In order to best prepare pre-service ECEs for their work with families, faculty members need to understand the prior experience and beliefs students bring to their professional training. This cross sectional study examined the biographical experience and previous postsecondary education of 215 beginning and 217 soon to graduate ECE diploma students. We found that prior experience and education were related to students' ratings of parental knowledge and to their assessments of the importance and feasibility and their level of preparation to engage in family involvement activities.
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