This study examined teachers' and parents' expectations of preschool age students' behavior to determine how teacher and parent views of “importance” converge and diverge. Teachers (n = 35) and parents (n = 124) rated the extent to which social skills were critical for school success. Results suggest that while teachers and parents share similar expectations in the value paced on cooperation skills, they diverge in the importance placed on self-control and assertion skills. Implications for early intervention and strengthening home—school partnerships are discussed.
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