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РН
SpaceX
Роскосмос
NASA
СпутникиРНSpaceXРоскосмосNASAThe disparate needs and stressors of first- and second-time mothers have been validated through empirical research. However, the implications of these findings have not been examined within one of the most common environments that new parents encounter: the early childhood education (ECE) setting. Based in ecological systems theory and Maternal Role Attainment theory, this cross-sectional study compared the experiences of first- and second-time mothers as they relate to their collaborative relationship with their ECE provider. Mothers ( = 598) were asked to reflect on their experiences enrolling their child in a licensed child care center for the first time. When comparing first- and second-time mothers, findings based on linear regression analysis indicated that “experienced” (multiparous) mothers’ parenting stress levels were more strongly associated with the level of collaboration they experienced with their non-parental caregiver, a pattern which was not observed for first-time mothers. These results emphasize the importance of distinguishing the unique needs of first- and second-time parents, and suggest that early childhood educators could be an important source of social and emotional support, particularly for experienced mothers who are known to receive less social support than first-time mothers. The study extends the conversation around parent-teacher relationships, emphasizing how ECE professionals can support families during this unique and significant transition, potentially shaping subsequent child outcomes. Implications of these relationships for families’ needs and for educators’ practices in working with families are discussed.
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