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Welfare-to-Work Single Mothers' Perspectives on Parent Involvement in Head Start: Implications for Parent–Teacher Collaboration

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Abstract

Single mothers' perspectives on selecting child care reflect their experiences of the significance of parent–teacher collaboration in a Head Start context. Mothers spoke of their motivations for selecting child care, their experiences of their relationships with Head Start teachers, and how their self-development and learning were enhanced by interactions with Head Start staff. Such collaboration has positive effects for their children, their development as parents, and their development as individuals. Implications of their perspectives for teacher best practices are drawn.

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Authors and Affiliations

  1. School of Family, Consumer, and Nutrition Sciences, Northern Illinois University, DeKalb, IL, 60115-2854

    Marilyn Bruckman & Priscilla W. Blanton

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  1. Marilyn Bruckman
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  2. Priscilla W. Blanton
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Bruckman, M., Blanton, P.W. Welfare-to-Work Single Mothers' Perspectives on Parent Involvement in Head Start: Implications for Parent–Teacher Collaboration. Early Childhood Education Journal 30, 145–150 (2003). https://doi.org/10.1023/A:1022057720814

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  • DOI: https://doi.org/10.1023/A:1022057720814

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