Early Childhood Education Journal, Vol. 34, No.

4, February 2007 (
2006)

DOI: 10.1007/s10643-006-0119-6

How Parents Feel About Their Child’s Teacher/School:

Implications for Early Childhood Professionals

Herman T. Knopf1,2 and Kevin J. Swick1

The purpose of this article is to describe the effects that parent perceptions of their relation-
ships with teachers have on parent involvement. After providing a brief review of literature
identifying the importance of parent–teacher relationship formation, the authors provide
suggestions for early childhood educators that will help them establish and maintain
productive relationships with the families that they serve.

KEY WORDS: parent–teacher relationships; parent involvement; family involvement.

The importance of establishing rapport with families
and encouraging involvement in the daily operations
of schooling has become common knowledge among
early childhood professionals. Research has clearly
shown that strong parent–teacher relationships lead
to increased parental involvement (Ames, De Stefano,
Watkins, & Shelden, 1995; Hoover-Dempsey &
Sandler, 1997; Lawson, 2003; Mann, 2006) which has
been shown to have a significant and lasting impact on
children’s academic achievement (Ryan, Adams,
Gullotta, Weissberg, & Hampton, 1995).
Even though we ‘‘know’’ that relationships with
families are important and lead to positive child
outcomes, many early childhood educators find it
extremely difficult to facilitate parent involvement at
levels that will result in significant change. One key
factor in the development of meaningful relationships
with families is how teachers actually go about
establishing partnerships that are perceived positively
by parents and that lead to increased school
1
Department of Instruction and Teacher Education, University of
South Carolina, Columbia, SC 29208, USA.
2
Correspondence should be directed to Herman T. Knopf,
Department of Instruction and Teacher Education, University of
South Carolina, Wardlaw 107C, 820 S. Main Street, Columbia,
SC 29208, USA; e-mail: knopfh@gwm.sc.edu
involvement. Unfortunately, most literature describ-
ing parent involvement strategies take a ‘‘school-
centric’’ (Lawson, 2003) view of parent involvement
which ignores the needs and perceptions of the par-
ents we are encouraging to become involved. Too
often early childhood professionals assume they
understand parent perspectives and that they have
established meaningful relationships with the parents
that they serve. Many parents, however, indicate that
they are rarely consulted on important issues regard-
ing their child’s schooling and the family–teacher
relationship (Epstein, 1992; Lawson, 2003; Swick,
2004b). A recent study (Mann, 2006) found that
parents do indeed have different understandings of
involvement in their children’s education suggesting
that teachers acknowledge the need to communicate
with parents regarding their perceptions of involve-
ment so that teachers can use this knowledge when
constructing avenues for parents to be involved and
recognizing and valuing the ways that the parents are
involved. What continues to be neglected is the
importance of first establishing open lines of com-
munication that facilitate the development of rela-
tionships that will enable these conversations to take
place.
Early childhood educators need more specific
guidance for developing positive relationships and
ideas for involving families in the community of the

291
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2006 Springer Science+Business Media, LLC
292
classroom. Through this article, the authors will
review research that points to the important role of
parental perceptions in the formation and mainte-
nance of meaningful relationships and provide
research supported strategies for framing interactions
with parents and families that will help shape positive
perceptions.
RELATIONSHIPS SHAPE PERCEPTIONS
Through an examination of research conducted
from several vantage points, it has become clear
that the existence of strong relationships between
parents and their children’s teachers significantly
impact how parents feel about the care and edu-
cation their child is receiving. Several researchers
have found that trust in the teacher or caregiver
significantly influences parents’ perceptions of the
quality of care their child is receiving (Mensing,
French, Fuller, & Kagan, 2000) and parents’ ten-
dency to be responsive to teacher-initiated interac-
tions (Dunst, Trivette, & Deal, 1994). The
establishment of trust, of course, is dependent on
the maintenance of a positive relationship and is
only built through consistent positive interactions
between the parents and caregivers (Swick, 2004a).
Trust is based on a mutual respect which ‘‘is not
something one can imitate, but is something one
must embody. It is maintained by respectful acts of
individuals’’ (Lawrence-Lightfoot, 1999, p. 57).
Teachers who project a positive attitude toward
the parent and the child and who are responsive to
parent and child needs seem to create a respectful
relationship with the parent (Olson & Hyson, 2005).
When parents distrust the caregivers of their children
they do not perceive the care and education that their
children receive as high quality and typically dis-en-
roll their children from care (Gonzales-Mena 2006;
Mensing et al., 2000).
Positive teacher–parent relations seem to pro-
mote a recursive pattern of teacher–parent interac-
tions that empower the teacher and the parent
(Swick, 2004b). Once parents have positive experi-
ences with teachers they are empowered to extend this
initial interaction to multiple relationships with
teachers that not only empower them but their chil-
dren as well (Powell, 1998). Early childhood profes-
sionals can take the lead in fostering this recursive,
empowering cycle of relationship and trust develop-
ment by actively engaging in positive interactions
with parents.
Knopf and Swick
FACTORS INFLUENCING PARENT
PERCEPTIONS
A key understanding related to parent percep-
tions is that each parent or family member brings
with him/her very diverse views and ideas regarding
what is best for his/her child (Gonzalez-Mena, 1994),
which in turn influences the way he/she frames
interactions with the child’s teacher. It is crucial that
we take the time and expend the energy to come to
know each parent/family member as a unique and
caring person and that we account for these differ-
ences in our relationships with them.
Considering the unique values and ideas that
parents bring to an emerging relationship with their
children’s teachers, ideas concerning appropriate
involvement are an important consideration. Some
parents accept that it is their responsibility to be very
involved in school activities by actually being present
at the school site, while others believe that high visi-
bility in the school is a signal of disrespect or a lack of
confidence in their child’s teacher, and others still
view their involvement in different ways altogether
(Hoover-Dempsey & Sandler, 1997). Respecting the
style and type of interests parents have can help to
forge trusting and meaningful relations. For example,
Lawson (2003) reported that teachers and parents
have different ideas about parental involvement.
While teachers are more ‘‘school-based’’ in their
thinking, parents have a broader ‘‘community view’’
of their involvement. These divergent views of the
nature of parent involvement and the role parents
should play in the process of education can lead to
conflict and continued misunderstanding.
Lawrence-Lightfoot (2003) also cautions that
parents are likely to see relationships in a more spe-
cific sense, particularly based in their child and family
situation. She emphasizes that parents are powerfully
impacted by how early childhood professionals relate
to their children. She states:
When parents hear the teacher capture the child
that they know, they feel reassured that their child
is visible in her classroom – that the teacher actu-
ally sees and knows him or her – and they get the
message that she really cares. (p. 104)
Thus, as Lawrence-Lightfoot (2003) suggests, the
relationship parents have with early childhood pro-
fessionals is significant and the relationship style
professionals bring to the interactions with parents is
a powerful factor. For example, in interviews with
parents regarding their relationship with the same
teacher Swick (2004c) found that one parent
How Parents Feel About Their Child’s Teacher/School
described her child’s teacher as warm, very helpful,
and easy to work with, while another parent indi-
cated that ‘‘I do not feel I can get close to this tea-
cher––she seems to want us to be more in the
background’’ (p. 111). Parental perceptions are
influenced by the way we treat them. An interactive
process that is mutually empowering needs to be
nurtured so that parental constructs of us and our
profession are indeed nurturing, warm, and mean-
ingful. Comer (2001) has indicated that parental
involvement increases when teachers and staff are
inviting and supportive in their relations with
parents.
PARENTAL EXPECTATIONS IN THEIR
RELATIONSHIPS WITH EARLY CHILDHOOD
PROFESSIONALS
An important element in parent beliefs about
their part in their children’s lives is their perception of
what the parent–professional relationship should be.
In effect, what do parents look for in their relation-
ship with early childhood professionals? Swick
(2004c) found the following:
• Parents want someone who cares about them and their
children.
• Parents want respect and to be seen as an effective mem-
ber of their child’s education team.
• Parents want to have a part in shaping the agenda that
impacts them.
• They want to see their ideas respected and used in creating
quality care environments.
• Parents want competent early childhood professionals who
deliver the services effectively and in ways that truly meet
their needs.
• Parents want to be a part of a relationship that is collabo-
rative and communicative.
• They want a close relationship with early childhood pro-
fessionals.
Swick and Hooks (2005) found that parents of
children with special needs wanted to be valued, to
be sought out for feedback on how things were
going with their child, and they valued having an
important part to play in the parent–teacher part-
nership. Here again we see how the parent view of
us is more ‘‘community centered’’––seeking more
than just parental involvement in classroom or
school activities; rather desiring to have a role to
play in the decisions that impact them and their
child.
Very importantly, the parents in the Swick and
Hook study said they wanted to be very involved in
their child’s education. One parent summed up the
293
feelings of many parents about schools and staff lis-
tening to what parents had to say:
Teachers and administrators, listen to what parents
are telling you. Let us try out our dreams. When
our dreams don’t work, help us find the place
where it will work or help us set new dreams ...
Don’t write us off or out of the educational pro-
cess. Just because we have a child with special
needs doesn’t mean we should not be involved in
his/her education. It doesn’t mean this should not
be a priority of ours. (p. 6)
MISCONCEPTIONS ABOUT PARENTS’
PERCEPTIONS AND BEHAVIORS
In so many cases the voice of parents is not heard
or is misconstrued (Gonzalez-Mena, 1994; Lawrence-
Lightfoot, 2003). Various stereotypes that some
teachers hold to be true show the need for closer
attention to teacher relations with parents and fami-
lies (Swick, 2004b). As we review some of these ste-
reotypes we need to be cognizant of how our
connections with parents can change the culture of
parent and family involvement.
Parents do not care. This stereotype is rooted in
teachers’ perceptions of what ‘‘caring’’ parents do to
support their child’s education and classroom func-
tioning. It also may reflect only our construct of what
parent involvement should be and thus not inclusive
of how parents view the partnership (Lawson, 2003).
Teachers often perceive the failure of families to
participate in parent/family involvement programs or
in other school functions as supporting the idea that
parents don’t care (Lawrence-Lightfoot, 2003). Yet,
in cases where parents develop a measure of invest-
ment in their child’s school and in their partnership
with teachers, they do indeed become involved
(Comer, 2001). Further, as early childhood programs
define parent and family involvement in ways that
include many family values and functions, parental
involvement increases. Our ‘‘caring’’ is most fully
realized in environments that we trust and where we
feel valued and empowered (Swick, 2004b).
Another mistake is the line of thought that
equates quantity of parent involvement in school
functions with the level of interest that parents have.
Unfortunately some parents, due to competing
responsibilities, are unable to involve themselves in
school-based functions despite significant interest.
They may lack the resources, such as transportation
or the time during the school day, to be involved at
school. This does not however, preclude their
294 Knopf and Swick

involvement in other ways. Seeing beyond just the • Teachers see parental involvement in more positive and
parent to other adults in the family is important to diverse ways.
gaining more inclusive family involvement. When the
entire family is involved parents report more positive STRATEGIES FOR RELATIONSHIP BUILDING
feelings toward the school (Comer, Haynes, Joyner, AND DEVELOPING POSITIVE PERCEPTIONS
& Ben-Avie, 1996). It is also important to include a
Given the many benefits to having meaningful
‘‘community-based’’ construct of parent involvement
relationships with parents, it is imperative that we
in our work. Many parents are involved in ‘‘caring’’
establish communication through the process of
roles apart from school activities that are just as
building relationships. To build strong parent–
important (Lawson, 2003).
professional relationships we are advocating the
Parents do not have the time or motivation to be
following strategies:
involved (Epstein, 1995). This stereotype, on the sur-
Decide that you will actively pursue meaningful
face, seems to appreciate the busy and demanding
responsibilities that parents face, while at the same relationships with ALL of the families in your class-
room (Swick, 2004c). Simply deciding to engage in
time discounting the importance that the development
relationship formation is a major step toward devel-
of meaningful relationships may have in providing
oping meaningful and positive relationships with
motivation and helping parents ‘‘find time’’ to get
parents. The decision to actively establish positive
involved. Numerous reports from ‘‘Comer Schools’’
relationships with parents changes your outlook and
show families who seek involvement in their children’s
frames the nature and frequency of interactions that
education (Comer, 2001). Epstein (1995) also notes
you will have. This tendency to interact frequently
that when parents and families feel connected to the
school they take the time to be involved. Caring says to parents that you care about them and want
their involvement in the program. Further, the action
behaviors of teachers can make a difference when, for
of communicating with parents regularly will effec-
example, teachers involve parents in the planning of
tively convey to them your desire to form a partner-
activities and events, or use parent leadership as an
ship.
educational tool to motivate and educate. Rich (1992)
Make sure the initial contact with parents is
also found that when parents were asked to give input
positive and early (Seligman & Darling, 1997). The
on ways they could be involved, their participation in
first interaction that we have with families sets the
home learning activities increased.
Parents are not interested in leadership roles tone for the entire relationship. Trust-building is es-
sential in this formative period of the relationship. If
(Swick, 2004b). Epstein (1995) found that when par-
our first interaction with parents comes as a result of
ents had opportunities for training and involvement
a problem, we are creating a negative perception in
in leadership areas, their participation increased.
the mind of the parent. If, on the other hand, we
Parents tend to gravitate toward the expectations
contact the parents early after their child has enrolled
teachers have for them (Swick, 2004b). Thus, if we see
in our class, just to introduce ourselves and to let
parents as capable leaders we will achieve greater
them know we view them as partners in the process of
involvement. As Lawrence-Lightfoot (2003) notes,
parents increase their sense of competence as family helping their child develop; we set the stage for a
positive relationship by making a supportive first
and family-school leaders when they are connected to
impression (Gonzalez-Mena, 1994). We can further
caring and supportive teachers. Chrispeels and
build on these early contacts by affording parents
Gonzalez (2004) found that Latino parents involved
multiple opportunities to become involved in the
in a parent education program were more involved
daily life of the classroom.
when teachers were more culturally responsive to
Communicate with parents consistently through a
their situations and needs.
variety of means (Swick, 2004a). It is important when
As teachers validate parents by involving them in
meaningful partnership roles at least three benefits establishing and maintaining relationships with par-
ents that we consistently engage in meaningful com-
emerge (Swick, 2004a):
munication. The frequency of interactions doesn’t
• Parents gain confidence in themselves as partners with necessarily have to be every day (although if possible
teachers and view teachers and the program in positive
that would be great), but should be often enough that
ways.
• Parents and teachers have more meaningful involvement parents get the sense that they are informed members
with the children and each other. of your classroom community. Personal, face to face,
How Parents Feel About Their Child’s Teacher/School
communication is preferable, but if that opportunity
doesn’t consistently present itself, letters, phone calls,
and e-mail will also help. This communication needs
to be mutually supportive where parent and teacher
respect and nurture each other. We should also be
active in adapting our plans to the complex schedules
of the families we serve.
Share the small accomplishments and meaningful
interactions that children have while in your care
(Swick, 2004b). When the child attempts to comfort
another sad classmate by sharing his favorite toy, he
is showing his capacity to care for and nurture other
children. This act is a source of great parental pride
when shared in a timely manner. By focusing on and
taking the time to share small but meaningful
accomplishments with parents we are letting parents
know that we know their child and we are focused on
her/his individual development. Displaying children’s
work in the classroom is another strategy for sharing
the child’s achievement. In some cases you may want
the child to present his new achievement to the par-
ents. This shared pride, among parents and teachers,
can have a powerful impact in both the life of the
child and the development of a familial bond between
these partners in education.
Learn individual parent needs and communicate
how these needs are being met (Swick & Hooks, 2005).
Parent needs might be either the goals that they have
for their child or other support needs that might be
met through program enrollment. It is not always
clear to parents that we are aware of their needs and
that we are indeed focused on helping to meet them.
When we are engaged in consistent communication,
we must first elicit information about the needs and
goals they have for their child. Once we have ob-
tained this information we must then share with
parents how we are helping to meet these needs. For
instance, if a child’s parents were concerned about
her academic preparation for the next grade we must
focus our interactions on sharing her academic
successes while citing specific situations where she
has demonstrated proficiency. It is important to
acknowledge that parents’ needs and goals shift as
their children grow and learn, so our pursuit for
understanding parents’ needs is ongoing. In helping
to meet the needs of parents we must also accept the
responsibility of helping parents to be aware of and
sensitive to the developmental shifts in children’s
growth and development. Through our discussions
about children’s developmental progress we should
also inform parents of appropriate goals, or what
295
new skills and abilities to expect in the near future for
their children to develop.
Listen to parents’ concerns and respond to them
(Swick & Hooks, 2005). We might respond to
parents’ concerns by either changing aspects of the
program or simply explaining the state of affairs.
When parents come to us with concerns we need to
make sure that they know that we have listened to
them. The best way to demonstrate this is by either
remedying the situation that has caused the parent to
become concerned or to simply explain to the parent
what was happening in the situation. In either case it
is imperative that we first listen to the parents’ con-
cerns fully and then restate the concerns back to the
parent, as we understand them, so that they indeed
know we understand their concerns. As we discuss
concerns with the parents it is likely that together we
can address the issues effectively (Lawson, 2003). In
our experience as program administrators we have
found that parents often just need someone to listen
to and then clarify their concerns. By providing that
support the parents are much more comfortable in
the program and are more likely to become involved.
Ask for assistance when you really need it
(Hoover-Dempsey & Sandler, 1997). Sometimes in
early childhood classrooms we inform parents that we
want them to be involved in the process of providing
care and education to their children, but don’t have an
identified need for assistance. So when parents arrive
at the classroom or school to help, we feel compelled
to give them something to do, to make them feel like
they are contributing, but often delegate unimportant
tasks. This is likely to convey to parents that their
assistance in the classroom is not really helpful, that
we don’t think that they are capable of really con-
tributing meaningfully to the classroom, or that we
are not organized enough to use their help effectively.
Instead, we should ask the parents to come in and help
when we need assistance while at the same time
maintaining an ‘‘open-door’’ policy where parents feel
free to come in and visit with the children in the class
(Swick, 2004a). Another strategy might be to identify
times during the day when parents’ help would be
most beneficial, for example during center time, when
parents can assist the children by engaging with them
while they are at play.
Explicitly convey the message that you value
parents as their child’s first and most influential teacher
(Swick & Hooks, 2005). It is important for the par-
ents to know, without a doubt, that we value the
knowledge and pedagogy that they use when helping
296
their child learn and grow. As we engage in com-
munication with parents and begin to establish
relationships, we need to elicit input or insights that
they have to be used to help meet their child’s needs.
We can also show our commitment to the ‘‘parents as
teachers’’ construct by offering parenting education
programs that help parents discover the strengths and
knowledge that they possess and build on that
knowledge to give parents the sense of efficacy that
will inevitably lead to positive child outcomes.
CONCLUSION
Through this article we have presented research
findings that suggest that parent involvement
strengthens the education that children receive, and
that families’ proclivity to be involved is influenced
by the strength of the relationships that we, their
children’s teachers and caregivers, develop with par-
ents. The suggestions provided here should not be
considered a comprehensive list of the things that can
be done to establish meaningful relationships with
parents, but they are a very good beginning. The
strategies we have described convey the attitude and
dispositions that teachers must possess to establish
and maintain meaningful and positive relationships
with families. These relationships will in turn have a
dramatic impact on the quality of services provided
to children as well as the level of quality that the
parents perceive. It is our hope that the suggestions
outlined above will facilitate the development of
synergistic partnerships between families and teachers
that will ultimately increase parent involvement and
children’s enthusiasm for learning.
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