Document Type

Article

Publication Date

2025

DOI

10.3390/children12091260

Publication Title

Children

Volume

12

Issue

9

Pages

1260

Abstract

Background/Objectives: Time spent with parents and educators encompasses a large portion of a child’s waking hours, with the home and early childhood education and care serving as two of the first settings in which children develop social and cognitive abilities. While previous studies have used social and cognitive tests to examine antecedents of child behavior, we extend such studies to take into account the congruence and incongruence of parents’ and teachers’ views on those antecedents. We examine the importance of parent-teacher alignment on the perceptions of a child’s personality and abilities in early development. Methods: Parents and teachers of 2968 German Kindergarten-aged (4–5 years old) children were surveyed using the National Educational Panel Study (NEPS). Parents and teachers independently rated 10 child behavioral traits, with higher scores indicating more prosocial behavior. Educators also rated children on five developmental abilities (social abilities, ability to concentrate, language abilities, general knowledgeability, and mathematical reasoning) compared to the student’s peers. While previous work has often examined how parental investments in children or teachers’ views of children might be related to development, we provide a new take by examining parents and teachers in conjunction with each other. Research that has looked at both parents and teachers has tended to examine alignment, or lack thereof, on child behaviors and personality traits. We analyzed child developmental abilities using OLS regression models, measures of parent–teacher divergences in ratings of child behavior, and demographic controls. Results: Greater differences in parent and teacher perceptions of desire for knowledge were negatively associated with all five developmental abilities. Differences in parent and teacher perceptions on talkativeness, confidence, good-naturedness, and understanding were negatively associated with at least one developmental outcome. By contrast, differences in perceptions of children’s neatness were positively associated with all five developmental abilities. Conclusions: Using both parent and teacher perceptions of child behaviors and abilities is a unique approach to understanding the relevance of parent and educator perceptions to a child’s development. Our findings indicate the need for collaboration across young children’s home and school or care settings. Establishing congruence in perceptions and the kinds of relationships that can lead to such congruence can help children with behavioral issues receive support in both home and educational settings and encourage mutual respect and partnership between parents and educators.

Rights

© 2025 by the authors.

This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International (CC BY 4.0) License.

Data Availability

Article states: "No new data were created or analyzed in this study. Data may be obtained from the Leibniz Institute of Educational Trajectories by application through doi:10.5157/NEPS:SC2:1.0.0. This paper uses data from the National Educational Panel Study (NEPS): Starting Cohort 2–Kindergarten, doi:10.5157/NEPS:SC2:1.0.0. We accessed the data for this project starting 24 September 2024. From 2008 to 2013, NEPS data were collected as part of the Framework Programme for the Promotion of Empirical Educational Research funded by the German Federal Ministry of Education and Research (BMBF). As of 2014, the NEPS survey is carried out by the Leibniz Institute for Educational Trajectories (LIfBi) at the University of Bamberg in cooperation with a nationwide network."

Original Publication Citation

Jensen, M., Dufur, M. J., Jarvis, J. A., & Pribesh, S. L. (2025). Bridging the gap: The role of parent-teacher perception in child developmental outcomes. Children, 12(9), Article 1260. https://doi.org/10.3390/children12091260

ORCID

0000-0001-9157-3493 (Pribesh)

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