Type of Early Care and Education and Family Socioeconomic Status Associated with Family–Teacher Relationship Quality

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ABSTRACT Research Findings: Quality family–teacher relationships in early care and education are beneficial to children and families, yet there is a need to better understand the opportunities and constraints facing families and teachers that contribute to this partnership. This study uses quantitative data from families (N = 1,112) to examine how two factors, type of ECE program and a family’s socioeconomic status (SES), may affect the way families perceive that families and teachers work together to support child development. Multilevel models examined the effects of ECE type (Head Start, home-based, center) and family SES on family report of family–teacher relationship quality variables (i.e. attitudes, practices, knowledge). Practice or Policy: Results indicate that children who attended Head Start or home-based ECE had more positive family–teacher relationship practices compared to those who attended centers. Attending home-based ECE was also significantly and positively associated with higher quality knowledge and attitudes in family–teacher relationships compared to attending Head Start and centers. Family SES was negatively associated with family–teacher practices but was not significantly associated with knowledge or attitudes. Findings can inform professional development for teachers by focusing on specific strategies to strengthen family–teacher relationships, as well as how ECE programs may encourage other practices or policies that are more responsive to child and family needs.