Early Childhood Education Journal, Vol. 32, No. 1, August 2004 ( 2004)

Working with Families

Preservice Teachers’ Beliefs about Family Involvement:Implications for Teacher Education

Angela C. Baum,1,3 and Paula McMurray-Schwarz2

Teacher educators have long recognized the importance of adequately preparing preservice teachersfor their work with families. Preservice teachers express many concerns that they believe mayimpact the development of comfortable and collaborative relationships with members of children’sfamilies. In a previous study, the authors found that preservice teachers expressed concerns aboutthe quality of the teacher–family relationship, meeting children’s basic needs in school, and therole of parents in education. These concerns, along with some recommendations for incorporatingfamily involvement across the teacher education curriculum, are the focus of this article.

KEY WORDS: teacher preparation; family involvement; preservice teacher beliefs.

INTRODUCTION their work with families. Guidelines from professionalassociations have stressed the importance of preparing

The importance of family involvement in earlyearly childhood professionals who are able to establish

childhood programs is well documented (Eldridge,and maintain collaborative relationships with families

2001; Epstein, 1985; Henderson, 1987). Children whose(National Association for the Education of Young Chil-

parents are involved in their education demonstratedren, Division for Early Childhood of the Council for Ex-

higher gains in academic achievement, more positive at-ceptional Children, National Board for Professional

titudes toward school, and better homework habits thanTeaching Standards, 1996). Henderson, Marburger, and

children whose families are less involved (Epstein,Ooms (1986) make several recommendations for prepar-

1985; Henderson, 1987). The benefits of family involve-ing educators to build strong school–family partner-

ment are not limited to children. Studies have shownships. They suggest that future teachers need to develop

that parents, teachers, and schools also benefit from in-an understanding of the importance of parents’ role in

creased involvement (Eldridge, 2001). For example, par-education, diversity in families, family factors that im-

ents who are involved in their child’s schooling exhibitpact children’s learning and development, and skills nec-

increased self-confidence in their parenting and a moreessary for successful communication and collaboration.

thorough knowledge of child development (Becher,McBride (1991) further emphasized the importance of

1986; Epstein, 2001). Teachers demonstrate a greaterthis preparation by noting that teachers who are not well

understanding of individual children’s lives, whileprepared may feel frustrated and demonstrate negative

schools benefit from greater community support (Ep-attitudes about their work with families.

stein, 2001).In spite of the overwhelming agreement among

Teacher educators have long recognized the impor-professionals about the importance of family involve-

tance of adequately preparing preservice teachers forment in early childhood education, there seems to bea gap between our beliefs and our practice as teachereducators. While many steps have been taken to improve

1Ohio University, Athens, OH. the quality of teacher preparation in this area, our efforts2Ohio University-Eastern.

may not be enough (Brand, 1996). One common ap-3Correspondence should be directed to Angela C. Baum, School ofproach is for early childhood teacher preparation pro-Human and Consumer Sciences, W324 Grover Center, Ohio Univer-

sity, Athens, OH 45701; e-mail: bauma@ohio.edu grams to include a class devoted to parent involvement

571082-3301/04/0800-0057/0 2004 Springer Science+Business Media, Inc.

Baum and McMurray-Schwarz58

and education. While there is no doubt that this is a QUALITY OF THE TEACHER–FAMILYRELATIONSHIPnecessary component, completion of one course may not

adequately prepare students to implement effective par-One concern expressed by preservice teachers was

ent involvement strategies into their early childhoodrelated to the nature or quality of the relationship that

classrooms. Preservice and beginning teachers, whothey expected to have with families. Many students ex-

have had only one course on parent education, often ex-pected their relationships to be extremely challenging.

press hesitation and sometimes even trepidation whenThey spoke frequently of the need to avoid and resolve

discussing the nature and the quality of the relationshipsconflict, cope with critical and judgmental parents, and

that they expect to develop with the families of the chil-work with parents who may be harming their children.

dren with whom they will work (Baum, 2000; Sumison,The following are examples of comments from under-

1999).graduate students that illustrate the anxiety that future

In a previous study (Baum, 2000), the authorsteachers frequently possess about the prospect of work-

found that preservice teachers had misconceptionsing with parents and families. Preservice teachers often

about, and not enough experience with, families duringanticipate that these relationships will be characterized

their undergraduate training experiences. In this study,by conflict and criticism.

preservice teachers were interviewed about their beliefssurrounding many issues in early childhood education. “It is going to be a big challenge just to talk to the

parents at a level where they understand where you areDuring focus groups and individual interviews, preser-coming from and you know where they’re comingvice teachers frequently spoke about the relationshipsfrom. And instead of getting into a yelling match or

that they desired and expected to have with children’s whatever, keep your cool, I guess, and just try to workfamilies. Students made many positive and appropriate it out.”comments when describing these potential relationships.

“It’s hard to watch children be hurt and feel like youFor example, preservice teachers emphasized the impor- can’t do anything about it. Abusive households andtance of open communication. They used words such as things like that. . . . Or parents that are mean or parents

who aren’t giving them discipline. I feel like that’s“ongoing,” “honest,” and “frequent” when addressingharmful to a child.”the topic of communicating with parents. In addition,

participants described the role of teachers as supporting “I think it’s hard when parents think their child is the‘angel of the world’ and yet the child is beating up alldifferences in families and understanding how those dif-the other kids on the playground.”ferences impact their work with children. They de-

scribed families from diverse cultural or socioeconomic Students seemed to expect that their relationshipsbackgrounds as having a variety of different needs. They with parents and families would be characterized bybelieved that an understanding of “where the family is conflict and criticism. Students frequently expressed thecoming from” would not only enhance the child’s educa- perspective that they must try to educate children “intion, but strengthen their relationship with the family. spite” of their parents, rather than in partnership with

While these beliefs form an important foundation their parents. Perhaps students could better visualize thefor early childhood educators’ work with families, Baum positive role that parents play in their children’s lives if(2000) also found that preservice teachers expressed they had sufficient opportunity to experience the parentmany concerns that they believed would inhibit the de- perspective. Many traditional preservice teachers do notvelopment of comfortable and collaborative relation- have children themselves and seem to adopt an “us ver-ships with members of the child’s family. In general, sus them” attitude toward their work with families. Stu-preservice teachers expressed concerns about the quality dents should have opportunities to talk to parents. Theyof the teacher–family relationship, meeting children’s need to hear about the struggles that are inherent in par-basic needs in school, and the role of parents in educa- enting, as well as the struggles that individual familiestion. These concerns, along with some recommendations face. This could help students develop empathy and un-for incorporating family involvement across the teacher derstanding, rather than jumping to a first response ofeducation curriculum, are the focus of this article. The defensiveness. Activities such as parent interviews, at-following section describes some of the concerns that tending parent-oriented meetings such as parent advi-became evident through the authors’ research. Quotes sory boards and support groups, and observing parent–from focus groups and interviews are included to illus- teacher conferences may further students’ understandingtrate these concerns in the words of preservice teachers in this area.themselves. It is unrealistic, however, to present parent involve-

59Beliefs about Family Involvement

ment in the classroom as being completely free of con- perspective while respecting both the parents’ rights asa decision-maker and the best interests of the child.flict. Students need to receive instruction and have op-

portunities to practice their skills in the area of conflictresolution and effective communication. Often these

MEETING CHILDREN’S BASIC NEEDSimportant skills are not given enough attention in earlychildhood teacher preparation programs. Teacher edu- Students were also apprehensive about the idea thatcators stress the importance of effective and appropri- they may be required to provide for a child’s needs thatate communication and conflict resolution, but do not are not being fully met at home. For example, studentsoften teach students the skills needed to be successful in expressed concern that some children may come tothis area. While it is not uncommon for parent involve- school not “ready to learn” because they were tired, hun-ment/education textbooks to include a chapter on com- gry, or unclean.munication with parents (e.g., Berger, 2004; Wright &

“One thing that I have seen and have had other teachersStegelin, 2003), it is likely that a more comprehensivetell me . . . things like hygiene issues and maybe notapproach to teaching communication skills would behaving a parent there as much as they need them. One

beneficial. teacher told me, ‘As much as you don’t want to be,Offering a course devoted entirely to the topic of you’re going to have to be their parent a little bit be-

cause they need something stable.’”communication is one obvious option, but there areother ways that teacher educators can provide these “Sometimes you hear of cases where kids aren’t getting

their basic needs met, like not getting breakfast beforelearning opportunities within the existing frameworks ofthey come to school or their parents send them with ateacher preparation programs. For example, one benefi-can of pop and it’s really sad. Some schools do havecial activity is allowing students to role-play a variety ofprograms for breakfast; otherwise I don’t know what

possible situations in which they need to use appropriate you could do to help that.”communication and/or conflict resolution strategies.

While discussing their concerns about meeting chil-These situations could be tailored to address the level ofdren’s basic needs, they frequently expressed confusionthe student and/or a topic specific to the course informa-about how to do so while respecting parents’ rights andtion being taught. For example, students enrolled in anboundaries.Introduction to Early Childhood Education course may

reenact a situation in which a parent questions the“I think that it’s really unfortunate, but I also think that

amount of time children spend playing in the classroom. if we don’t deal with it, we can’t go on. Those basicIn a course related to the topic of guidance and disci- needs have to be met first before you can be successful

teaching them anything else. Yet, you don’t want topline, a student may be asked to defend their classroomoverstep your boundaries. You don’t want to have apolicy on “time out.” Teacher educators and other stu-parent coming in and saying ‘You are parenting mydents can then offer feedback surrounding communica-child!’ It’s hard. Where do you stop? It’s a fine line.”

tion and conflict resolution strategies. Not only will thisgive students the opportunity to practice methods of One of the most important strategies for teacher ed-

ucators related to this issue is to help preservice teacherscommunication, but it will allow them to further identifyand develop their personal philosophies. develop an understanding of and sensitivity to the daily

lives of children and their families. Students are oftenFinally, it is important to direct students toNAEYC’s Code of Ethical Conduct (1997). Section II quick to pass judgment when a child comes to school

not fully prepared. For example, if a child comes toof this document clearly identifies the ethical responsi-bilities early childhood educators have to the families of school not having had breakfast, students’ initial re-

sponse may be criticism of the parent. Teacher educatorsyoung children. When teachers are confronted with ethi-cal dilemmas involving parents, the Code of Ethical need to emphasize the importance of considering the

context in which the family lives. A missed breakfastConduct can be a very useful tool in their decision-mak-ing processes. For example, Ideal 1–2.4 states that the may signify poverty, or that even the most conscientious

parent may have had a hectic morning and simply runearly childhood practitioner has a responsibility “to re-spect families’ childrearing values and their right to out of time, or that the child does not want to eat even

if offered food. In other words, we need to teach stu-make decisions for their children.” This is an importantidea to stress to preservice teachers, who may be con- dents to reserve judgment and refrain from jumping to

conclusions. Students should be given the opportunityfronted with a disagreement with a parent. This idealmay help them keep their opinions about the situation in to experience and develop an understanding of families’

Baum and McMurray-Schwarz60

lives. Again, providing opportunities for students to hear portance of having parents share their experiences withthe class because it is fun for the children or it makesfrom parents directly may be the most effective strategy.

This could include parent interviews, panel discussions, the parent feel valued.or participation in home visits.

“If you are going to do a project, have parents volunteerWhile understanding the lives of families is impor-to help out or make the materials or donate the materi-

tant, the reality remains that some children do come to als for the project. Use them as a resource and makeschool unprepared for their day and the learning process. the parents feel like they’re needed.”The challenge then comes in helping students under-

“There are parents out there who are doctors and nursesstand their role in helping these needs to become ful- and factory workers and who are postal carriers. Kidsfilled. When asked, most undergraduate students can love to hear about that stuff. You can have a parentidentify Maslow’s Hierarchy of Needs and explain how come in and talk.”

meeting children’s basic needs is essential for learningStudents often recognize the importance of parentand development (Maslow, 1954). As the earlier quotes

involvement in the classroom, but from the perspectivedemonstrate, students are often nervous about the pros-that parental presence can aid the teacher in managingpect of meeting children’s basic needs and need direc-his or her classroom responsibilities. The challenge fortion in how to prepare for this possibility.teacher educators comes in moving students beyond thisFirst, teacher educators need to emphasize the indi-perception of parents as volunteers to the more appro-vidual differences between children’s needs. This re-priate view of parents as an integral part of their child’squires that early childhood educators be flexible in bothdevelopment and learning. Parents should be involvedtheir attitudes and their behaviors. Teachers should bein ways that are not only beneficial for teachers but alsosensitive to each child’s needs and adapt their dailyin ways that are meaningful and relevant to both theclassroom routines to meet the needs of these children.children and their parents.For example, if a preschooler comes to school not hav-

The first step in developing this level of under-ing had enough sleep, the teacher needs to be willing tostanding in preservice teachers may be to introduce themaccommodate that child and perhaps allow him or her toto the growing body of research delineating the benefitsrest in place of the scheduled activity. This kind of sensi-of parent involvement. Students must hear of its impor-tivity can be taught through the use of scenarios or vi-tance from teacher educators, and must be exposed tognettes in which the preservice teacher is allowed tothe empirical evidence surrounding this topic. In addi-problem-solve different solutions to a variety of situa-tion, preservice teachers should be required to plan andtions. Opportunities to practice allow students to be-implement family involvement activities—for example,come more comfortable and confident to deal with thesefamily night, open house, or family handbook—at somesituations as they arise.point in their academic program.Second, teacher educators can help students recog-

nize that situations in which children may not have theirbasic needs met may be excellent opportunities for par-

GENERAL RECOMMENDATIONSent education. The child who consistently comes to

FOR TEACHER EDUCATORSschool tired may benefit if their parent is provided infor-mation about how to make bedtime routines occur more We have outlined some specific concerns expressed

by preservice teachers and some specific recommenda-smoothly. Teacher educators can help prepare preserviceteachers to take advantage of these “teachable moments” tions for incorporating family involvement across the

early childhood teacher education curriculum; however,and to develop ways to appropriately express their con-cerns to families. there are several general recommendations that, at a

minimum, can be made by teacher educators. First,teacher educators should enhance students’ understand-

THE ROLE OF PARENTS IN EDUCATIONing of parental relationships by highlighting parents’roles in their child’s education. This should be done atWhen discussing the role of parents in the child’s

education, students often recognized parents as valuable the beginning of their early childhood teacher educationprogram. In addition to offering a course specifically de-resources in their child’s education. The focus was fre-

quently on the importance of parents being involved in voted to the topic of family involvement, it would bemost beneficial for information regarding parent in-the classroom in order to assist the teacher. For example,

students spoke of having parents volunteer in the class volvement to permeate the entire preservice teacherpreparation program. Becher (1986) highlighted the im-room and chaperone field trips. They described the im-

61Beliefs about Family Involvement

portance of helping students identify their own beliefs Finally, in relation to field experiences, a crucialpiece to consider is the role of the cooperating teacherabout various aspects of parent involvement: “It is only

when teachers become aware of their own fears, con- in this process. Teacher educators need to identify ex-plicitly for the cooperating teachers their goals for in-cerns, and negative feelings that they are able to ratio-

nally eliminate them and to develop more effective strat- cluding family involvement in the teacher education cur-riculum. Offering some basic suggestions and clarifyingegies” (p. 109). A goal of teacher education is to help

students shape their belief systems into reasonable ideas expectations for preservice teachers and their cooperat-ing teachers may allow for more frequent opportunitiesbased on evidence and reason (Green, 1971):for preservice teachers to be involved with families

Teaching has to do, in part at least, with the formationacross the curriculum.of beliefs, and that means that it has to do not simply

with what we shall believe, but with how we shall be-lieve it. Teaching is an activity which has to do, among

REFERENCESother things, with the modification and formation of be-liefs systems. (p. 48)

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Berger, E. H. (2004). Parents as partners in education: Families andparent involvement only in the latter parts of their pro- schools working together (6th ed.). Upper Saddle River, NJ: Mer-

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