Open schools: effects on parental engagement and information asymmetry in early childhood education
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | eng |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da USP |
Texto Completo: | https://www.teses.usp.br/teses/disponiveis/96/96131/tde-05102023-104748/ |
Resumo: | Although the recent expansion of Early Childhood Education in Brazil suggests acknowledgement of the importance of this phase for human and socioeconomic development, the literature shows that having access to low-quality daycare centers can be detrimental to children. Moreover, the public understanding of what constitutes educational quality remains limited. Family-school relationships are typically characterized by the principal-agent problem, which leads to parental misinformation and affects their early investments on children. This work investigates whether greater school openness affects families\' perceptions of educational quality and its distance from objective quality measures. Using novel data from eleven municipalities from the Brazilian state of Ceará, a school openness measure is computed through a split-sample approach to estimate logit and linear distance models. Results show that more openness reduces the probability of families\' being satisfied with health and hygiene aspects, and tend to significantly decrease the distance between parental perceptions and real quality in terms of the visibility of children\'s activities and the quality of materials and toys. Further, caregivers who claim to be highly overloaded by motherhood have increased probability of being satisfied with most educational aspects. These findings suggest that policies aiming at improving parental engagement in schools can be considered as a potential mechanism to mitigate circular informational asymmetry issues. |
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Open schools: effects on parental engagement and information asymmetry in early childhood educationEscolas abertas: efeitos sobre engajamento parental e assimetria de informação na educação infantilAbertura escolarEarly childhood educationEducação infantilEngajamento parentalInvestimentos parentaisParental engagementParental investmentsSchool opennessAlthough the recent expansion of Early Childhood Education in Brazil suggests acknowledgement of the importance of this phase for human and socioeconomic development, the literature shows that having access to low-quality daycare centers can be detrimental to children. Moreover, the public understanding of what constitutes educational quality remains limited. Family-school relationships are typically characterized by the principal-agent problem, which leads to parental misinformation and affects their early investments on children. This work investigates whether greater school openness affects families\' perceptions of educational quality and its distance from objective quality measures. Using novel data from eleven municipalities from the Brazilian state of Ceará, a school openness measure is computed through a split-sample approach to estimate logit and linear distance models. Results show that more openness reduces the probability of families\' being satisfied with health and hygiene aspects, and tend to significantly decrease the distance between parental perceptions and real quality in terms of the visibility of children\'s activities and the quality of materials and toys. Further, caregivers who claim to be highly overloaded by motherhood have increased probability of being satisfied with most educational aspects. These findings suggest that policies aiming at improving parental engagement in schools can be considered as a potential mechanism to mitigate circular informational asymmetry issues.Embora a expansão recente da Educação Infantil no Brasil aponte para o reconhecimento da importância dessa etapa para o desenvolvimento humano e socioeconômico, o acesso a creches de baixa qualidade é demonstrado pela literatura como prejudicial à criança. Em paralelo, o entendimento público sobre o que significa qualidade educacional é ainda limitado. Relações família-escola são tipicamente caracterizadas pelo problema do agente-principal, o qual acentua a desinformação sobre educação por parte dos pais e afeta seus investimentos na primeira infância de seus filhos. Este trabalho investiga se maior abertura escolar afeta as percepções familiares de qualidade educacional e sua distância em relação a medidas objetivas de qualidade. Utilizando novos dados de onze municípios cearenses, uma medida de abertura escolar é computada a partir de uma abordagem de split-sample. Os resultados mostram que maior abertura reduz a probabilidade de um familiar se declarar satisfeito com aspectos de higiene e saúde, e tende a diminuir significativamente a distância entre a percepção parental e a qualidade real em termos de visibilidade das atividades das crianças e qualidade de brinquedos e materiais. Em adição, familiares que se autodeclaram muito sobrecarregados pelas responsabilidades de cuidado possuem maior probabilidade de sentir satisfação com a maioria dos aspectos educacionais avaliados. Estes achados sugerem que políticas voltadas a estimular o engajamento parental nas escolas podem ser consideradas como potenciais mecanismos para mitigar os efeitos da assimetria de informações na Educação Infantil.Biblioteca Digitais de Teses e Dissertações da USPSantos, Daniel Domingues dosCarolino, Cecília Dutra2023-07-25info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttps://www.teses.usp.br/teses/disponiveis/96/96131/tde-05102023-104748/reponame:Biblioteca Digital de Teses e Dissertações da USPinstname:Universidade de São Paulo (USP)instacron:USPLiberar o conteúdo para acesso público.info:eu-repo/semantics/openAccesseng2023-11-17T13:56:03Zoai:teses.usp.br:tde-05102023-104748Biblioteca Digital de Teses e Dissertaçõeshttp://www.teses.usp.br/PUBhttp://www.teses.usp.br/cgi-bin/mtd2br.plvirginia@if.usp.br|| atendimento@aguia.usp.br||virginia@if.usp.bropendoar:27212023-11-17T13:56:03Biblioteca Digital de Teses e Dissertações da USP - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Open schools: effects on parental engagement and information asymmetry in early childhood education Escolas abertas: efeitos sobre engajamento parental e assimetria de informação na educação infantil |
title |
Open schools: effects on parental engagement and information asymmetry in early childhood education |
spellingShingle |
Open schools: effects on parental engagement and information asymmetry in early childhood education Carolino, Cecília Dutra Abertura escolar Early childhood education Educação infantil Engajamento parental Investimentos parentais Parental engagement Parental investments School openness |
title_short |
Open schools: effects on parental engagement and information asymmetry in early childhood education |
title_full |
Open schools: effects on parental engagement and information asymmetry in early childhood education |
title_fullStr |
Open schools: effects on parental engagement and information asymmetry in early childhood education |
title_full_unstemmed |
Open schools: effects on parental engagement and information asymmetry in early childhood education |
title_sort |
Open schools: effects on parental engagement and information asymmetry in early childhood education |
author |
Carolino, Cecília Dutra |
author_facet |
Carolino, Cecília Dutra |
author_role |
author |
dc.contributor.none.fl_str_mv |
Santos, Daniel Domingues dos |
dc.contributor.author.fl_str_mv |
Carolino, Cecília Dutra |
dc.subject.por.fl_str_mv |
Abertura escolar Early childhood education Educação infantil Engajamento parental Investimentos parentais Parental engagement Parental investments School openness |
topic |
Abertura escolar Early childhood education Educação infantil Engajamento parental Investimentos parentais Parental engagement Parental investments School openness |
description |
Although the recent expansion of Early Childhood Education in Brazil suggests acknowledgement of the importance of this phase for human and socioeconomic development, the literature shows that having access to low-quality daycare centers can be detrimental to children. Moreover, the public understanding of what constitutes educational quality remains limited. Family-school relationships are typically characterized by the principal-agent problem, which leads to parental misinformation and affects their early investments on children. This work investigates whether greater school openness affects families\' perceptions of educational quality and its distance from objective quality measures. Using novel data from eleven municipalities from the Brazilian state of Ceará, a school openness measure is computed through a split-sample approach to estimate logit and linear distance models. Results show that more openness reduces the probability of families\' being satisfied with health and hygiene aspects, and tend to significantly decrease the distance between parental perceptions and real quality in terms of the visibility of children\'s activities and the quality of materials and toys. Further, caregivers who claim to be highly overloaded by motherhood have increased probability of being satisfied with most educational aspects. These findings suggest that policies aiming at improving parental engagement in schools can be considered as a potential mechanism to mitigate circular informational asymmetry issues. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-07-25 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.teses.usp.br/teses/disponiveis/96/96131/tde-05102023-104748/ |
url |
https://www.teses.usp.br/teses/disponiveis/96/96131/tde-05102023-104748/ |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
|
dc.rights.driver.fl_str_mv |
Liberar o conteúdo para acesso público. info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Liberar o conteúdo para acesso público. |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.coverage.none.fl_str_mv |
|
dc.publisher.none.fl_str_mv |
Biblioteca Digitais de Teses e Dissertações da USP |
publisher.none.fl_str_mv |
Biblioteca Digitais de Teses e Dissertações da USP |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da USP instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Biblioteca Digital de Teses e Dissertações da USP |
collection |
Biblioteca Digital de Teses e Dissertações da USP |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da USP - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
virginia@if.usp.br|| atendimento@aguia.usp.br||virginia@if.usp.br |
_version_ |
1809090423505813504 |