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Kontoniemi, H. Rasku-Puttonen, M-K. Lerkkanen, A-M. Poikkeus) HP""B      =          Background  $"   t International research has consistantly found that good staff-parent relationships in early day care centers and schools benefit children, staff, and parents (e.g.Fantuzzo, McWayne, Perry & Childs 2004; Christenson 2004) Finnish national guidelines (2000, 2003) emphasize parents involvement in early childhood education and partnership between parents and teachers vsZZZ@ hf                                                                                  \The transition to school is a period in which social supports are particularly important: successful transition plays an important role in later school success (e.g. Dunlop & Fabian 2002; Dockett & Perry 2003; Johansson 2002) Finnish national quidelines (2000) emphasize smooth transition from preschool to school and cooperation between teachers >]ZCX                                                                         . Partnership $  consious commitment combines the knowledge and experience create a common strategy for supporting the child cooperation between parents staff have the primary responsibility for employing the partnership approach                                               The aims of the pilot study $(b        What kind of experiences parents have about cooperation between preschool teachers and other parents? What kind of cooperation do preschool teachers and parents emphasize in the transition from preschool to school? $                                                         Design and Methods$"   uFirst Steps pilot study: 139 preschool children and their parents and teachers (mothers N=107, fathers N= 94, teachers N=16) Participants were voluntarily selected from one municipality Data were collected by questionnaires (structured/open questions) first time at October and second time at April The analysis combines both quantitative and qualitative approaches vPv                                                                                        jResults 1/2 Parents experiences about cooperation (6 $' $~            The three-factor solution (using principal Axis factoring) defined following constructs: Experience of partnership Child centered cooperation Parents competence (perceptions of cooperation skills and attitudes) 8]Y                                                    PItem content by factor (parents data) .)             Experience of partnership (Cronbach alfa: Mothers .63, Fathers .77)  I feel that I can influence the goals and objectives of my child s classroom  I participate in decision-making of the whole preschool  I feel that my child s teacher supports my parenthood  I feel that parents in my child s classroom support me in childrearing @EZ Z+                                                                         2"4# lChild centered cooperation (Cronbach alfa: Mothers .81, Fathers .75)  I draw up the individual preschool education plan for my child in collaboration with my child s teacher  I talk with my child s teacher about my child s accomplishments  I regularly participate in acitivities of my child s classroom 4GZZ9                                                                    9(6%7& & Parents competence (Cronbach alfa: Mothers .62, Fathers .72)  I feel childrearing very stressful  I feel incompetent when I talk with my child s teacher   I hesitate to be in contact with my child s teacher  I am not interested in cooperation with my child s teacher 0?+                                                                 $FDifferences in perceptions and experiences between mothers and fathersGG                A statistically significant difference was found between mothers and fathers on all the items of child centered cooperation (p<.001). Mothers cooperated with teachers in most cases. A statistically significant difference was found between mothers and fathers on one of the items of experience of partnership  I feel that my child s teacher supports my parenthood (p<.001)..P|P|                                                                                        8'  Both mothers and fathers had positive views about their competence in parenthood and cooperation. A statistically significant difference between mothers and fathers was found: mothers were more interested in cooperation than fathers (p<.001).                                                              .Results 2/2 Cooperation in transitionprocess/ $" J       The two-factor solution (using principal Axis factoring) defined following constructs: preschool-school cooperation (between teachers) child-parent-school cooperation2XR$WRt                                   )7The most important issues were (parents and teachers):(8 (               School teacher visits the preschool to talk to the preschool children about school  Written records (portfolio) about individual child s experiences follow to the school  Before school starts preschool and school teachers held shared meetings with parents  Z                                                                  Implications and challenges$0     How to use the diversity of attitudes and views between parents and professionals as resource? 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model about contents strategies of transition practices                H 4 0޽h ? 3380___PPT10.xj 0 8z(  8X 8 C 0    8 S  0 0   |bPartnership: -consious commitment by parents and staff to collaboration for supporting child s development and learning; combines the knowledge and experiensce of parents and staff; collaboration with teachers and parents to create a common strategy for supporting the child; the partnersship approach also aims to enhance cooperation between parents; staff have the primary responsibility for employing the partnership approach                                                                                              H 8 0޽h ? 3380___PPT10.z`J0 xD(  DX D C 0   x D S 3 0 0   4The questionnaire consisted of twelve typical transisiton activities, which the respondets were asked to judge as  very important or not at all important                                         H D 0޽h ? 3380___PPT10.{?0 |tH (  HX H C 0   t H S T 0 0   0Parents and teachers responded to items using a five-point Likert-type scale (strongly disagree- strongly agree; not at all important  very important,                                        H H 0޽h ? 3380___PPT10.PrPg= w0a^G0r< "0% -;) - *1 546@9*&191Oh+'0U hp  @ L XdlHFrom cooperation to partnership between parents and preschool teachersPoikonen, Pirjo-LiisaCliffPoikonen, Pirjo-Liisa74Microsoft Office PowerPoint@KV@0[@GSg  )'    """)))UUUMMMBBB999|PP3f333f3333f3ffffff3f̙3ff333f333333333f33333333f33f3ff3f3f3f3333f33̙33333f333333f3333f3ffffff3f33ff3f3f3f3fff3ffffffffff3ffff̙fff3fffff3fff333f3f3ff3ff33f̙̙3̙ff̙̙̙3f̙3f333f3333f3ffffff3f̙3f3f3f333f3333f3ffffff3f̙3f3ffffffffff!___www4'A x(xKʦ 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 $ , Nytss katseltava esitysUniversity of JyvskylN ArialTimes New RomanVerdana WingdingsCliffGFROM COOPERATION TO PARTNERSHIP BETWEEN PARENTS AND PRESCHOOL TEACHERS Background Dia 3 PartnershipThe aims of the pilot study Design and Methods6Results 1/2 Parents experiences about cooperation )Item content by factor (parents data) Dia 9Dia 10Dia 11Dia 12Dia 13GDifferences in perceptions and experiences between mothers and fathersDia 15/Results 2/2 Cooperation in transitionprocess8The most important issues were (parents and teachers):Implications and challengesDia 19Dia 20 THANK YOU FOR YOUR ATTENTION!! 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