IntroductionEarly childhood development (ECD) can be shaped by multidimensional factors, including the relationships between parents and teachers. Prior research has analyzed parent-teacher relationships and child outcomes separately; however, limited evidence integrates both standardized measures of child development with teachers' perspectives. The current study addresses this gap by employing a concurrent mixed-methods design to examine how preschool teachers' perceptions of parent-teacher co
Early childhood development through parent–teacher collaboration: a mixed-methods study using IDELA in Mexico
Yolanda Heredia Escorza