Perspectives of parents and educators on mutual trust in inclusive preschools
When parents and educators form and maintain collaborative partnerships to support children’s development, the outcomes of inclusive preschool practices improve, not only for children but also for parents and educators. Since trust is a crucial foundation for building such partnerships, and...
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| Main Authors: | , |
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| Format: | Article |
| Language: | srp |
| Published: |
Institute for Educational Research, Belgrade
2024-01-01
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| Series: | Zbornik Instituta za pedagoška istraživanja |
| Subjects: | |
| Online Access: | https://doiserbia.nb.rs/img/doi/0579-6431/2024/0579-64312402303J.pdf |
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| Summary: | When parents and educators form and maintain collaborative partnerships to
support children’s development, the outcomes of inclusive preschool
practices improve, not only for children but also for parents and educators.
Since trust is a crucial foundation for building such partnerships, and
given the lack of research on this topic in our context, this study aimed to
examine the congruence of trust levels between parents and educators, as
well as differences in trust based on children’s developmental status
(children with and without developmental disabilities). The sample included
306 educators and 450 parents of children with and without developmental
disabilities. The Trust Scale was used, with separate forms for educators
and parents. The results showed that educators exhibited higher levels of
trust compared to parents. Additionally, parents of children with
developmental disabilities reported significantly lower trust in educators
than parents of children without developmental disabilities, particularly
regarding aspects of developmental support and educators’ communication with
parents. The lack of trust between educators and parents of children with
developmental disabilities poses a risk to building effective partnerships,
which undermines unified efforts to support children’s learning and
development. To address this, educators should be empowered through initial
training and professional development, with an emphasis on effective
communication strategies and approaches for working with children with
diverse needs and with their families. The study also highlights directions
for future research to develop successful inclusive education programs where
parents and children feel a true sense of belonging. |
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| ISSN: | 0579-6431 1820-9270 |