Family-preschool partnership is recognised as an important relationship between parents and teachers contributing to preschool child outcomes which has received increasing attention the last decades. This has led to the development of several tools measuring different aspects of family-preschool partnership. A synthesis of the information according to the psychometric properties of these measures is lacking and would inform researchers in choosing measures when evaluating family-preschool partnerships. The main purpose of this article was therefore to find instruments aiming to assess family-preschool partnership that have been tested for their psychometric properties and to review these properties based on the frequency with which researchers have tested them. Four electronic databases were searched using the key words: family-preschool partnership, parental engagement, family involvement, parent involvement, parent-teacher relationship combined with scale, measure, measuring, assessment, evaluation, psychometric, test. Fifteen tools assessing family-preschool partnership were identified, of which only seven had been tested more than once for their psychometric properties. The majority of the existing measures require extra validation work. Taking into consideration the interest in this relationship and its effects on preschool child development, it seems important for the field to promote the use of validated and well-established measures.

Family-preschool partnership is key to children’s development. A large body of research has examined the relationship between the family-preschool partnership and the children’s cognitive and socio-emotional development. However, existing measures of family-preschool partnership have some limitations. The aim of the present study was to examine the factorial validity of the Family-Preschool Partnership Scale (FPPS). The FPPS was developed as a comprehensive self-report measure which assesses the family-preschool partnership, incorporating reports from both families and preschool teachers. The family and preschool teacher questionnaires of the FPPS were completed by 205 parents and 171 preschool teachers from seven municipalities in Greece. Results from the study indicated strong evidence for the reliability of the measure. FPPS is a measure that can be used by families with preschool children and preschool teachers to assess their level of partnership. Limitations and recommendations for future directions are discussed.

Early childhood represents a critical developmental period during which children acquire foundational skills in literacy, numeracy, and social-emotional competence (Gregoriadis and Evangelou 2022)....

Transition from home to Early Childhood Education and Care (ECEC) settings represents a critical developmental period for children and their families, yet research lacks validated instruments that capture transition practices from both parent and educator perspectives. This study aimed to develop and validate the Early Childhood Transition Practices Scale (ECTPS), two parallel forms designed to assess parents’ and educators’ views of child- and parent-centered transition practices. Data were collected from a convenience sample of 242 parents and 333 educators in Greece. Exploratory factor analyses were conducted separately for parent and educator forms to examine construct validity. Results supported a two-factor structure for the Parent Form (parent-centered practices before and during transition; child-centered practices during transition) and a three-factor structure for the Educator Form (child-centered practices during transition; parent-centered practices before transition; parent-centered practices during transition). Descriptive findings indicated that both parents and educators reported high implementation of child-centered practices, while parent-centered practices—particularly those implemented before transition—were less frequently reported. Educators who had participated in transition-related professional development reported significantly higher implementation of both child- and parent-centered practices. These findings provide evidence for the reliability and validity of the ECTPS and underscore the importance of professional development and proactive family engagement in supporting early childhood transitions.