Analyzing Activity Plans’ Parental Involvement Section in Early Childhood Education

Kurtulmuş, Zeynep

doi:10.30703/cije.321384

Cited by 10 publications

(6 citation statements)

References 3 publications

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“…For this reason, it is important for PPE schools in Zanzibar to focus on the practice side by involving parents in educational matters for more experiences in learning of their children. Kurtulmus (2016) revealed out that schools have hard time reaching parents and capturing their attentions. Also, parents have limited time knowing how to get involved in the learning of their children.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, parental involvement has positive impact on children leaning. Researches indicate increased of academic achievements with children whose parents get involved in the education of their children including staying longer in school, get more engaged in school works , attend school regularly, have better social skills, show improved behavior and adapt well to school (Epstein, 2002, Ekinci-Vural & Dogan-Altun , 2021& Kurtulmus, 2016.…”

Section: Introductionmentioning

confidence: 99%

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Early Childhood Education Practices in Zanzibar: Parent’s Involvement in the Learning of Their Children in Pre-Primary Education

Chai

Renatus

Shaghembe

2022

AJEP

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Purpose: The purpose of this study was to explore parent’s involvement in the learning of their children in pre-primary education (PPE). Parent’s involvement has a wide sense in modern education trends, evolving parent’s lifelong participation in children’s school activities. In this regard, it would be difficult to cover the topic in this wide sense. Therefore, the study was more focused on exploring the ways that parent’s get involved in the learning of their children in PPE, identify the challenges for low parent’s involvement and suggest strategies to improve parent’s involvement in the learning of their children in PPE. Methodology: The study employed qualitative methodology and a case study design where only PPE level among other levels of education was involved. A total number of 24 participants were participated in the study where by 10 were parents and 14 were pre-primary school teachers. The study was guided by the Ecological System Theory. Data was generated by using semi structured interviews and focus group discussion guided by a series of open ended questions as well as documentary review. Findings: The study reveals that parents were involved in parenting, school meeting and in helping their children’s academic works. Shortage of time, parent’s illiteracy, poor school experience of parents and the lack of sensitive learning programs between school and home limited parents to get involved in the study of their children. Also, the study found that creating effective communication between school and home, developing guidelines for parental involvement as well as creating collaborating academic activities between school and home were the strategies to improve parent’s involvement in the study of their children in PPE. Unique Contribution to Theory, Practice and Policy: The study recommends that PPE schools should create conducive atmosphere for mutual contact between teachers and parents so as to enable parents to visit the school and contact with teachers regularly for their children’s learning progress. Also, policy makers should integrate PPE with parenting styles so as to raise awareness and equip parents with knowledge on the vital role of participating in the education of their children.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Early Childhood Education Practices in Zanzibar: Parent’s Involvement in the Learning of Their Children in Pre-Primary Education

Chai

Renatus

Shaghembe

2022

AJEP

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“…Parental involvement in child's education has been accepted as a crucial element. Studies on parental involvement do not only prove their positive effect on child's development, but also present specific links among the structure of the involvement and children's academic achievement and social emotional outcomes (Kurtulmuş, 2016). Home-school relationship refers to the formal and informal connections between parents and their young children's educational settings.…”

Section: Discussionmentioning

confidence: 99%

“…Studies showed that parental involvement is one of the key factors affecting children's reading performance (Kurtulmuş, 2016;Gilleece, 2015;Peissig, 2002).…”

Section: Methodsmentioning

confidence: 99%

Primary school pre-service teachers self-assessed competency level of teaching how to read in Turkey

CayÄ±r¹

2017

Educ. Res. Rev.

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Learning to read is an important step for a child's academic and social success. Meaningful and fluent reading skills are linked to children's progress in their thinking and criticizing abilities. The knowledge and skills required for effective reading are initially taught in primary schools. The main responsibility of primary school teachers' is to teach pupils how to read. The purpose of this study is to analyze primary school pre-service teachers' self-assessed competency level of teaching reading. For this purpose, teaching reading contents are analyzed in two dimensions: theoretical background and practice. Results show that pre-service primary school teachers are competent in the theoretical background dimension. In this dimension, the parental involvement activities were found in the lowest competency level. Their competency level was moderate for teaching reading practices dimension. For teaching reading dimension, the use of different teaching methods in one activity was found in the lowest competency level. Besides, the results showed that evaluation skills of pre-service teachers in reading activities need to be supported.

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“…Ev temelli aile katılımı; ev ortamını çocuklara uygun hale getirmek, öğretmenin önerdiği etkinlikleri evde uygulamanın yanı sıra ebeveynlerin ev ödevlerine yardım etmesi, gününün nasıl geçtiğini sorması, kitap okuması, oyun oynamasını da içermektedir. Okul temelli aile katılımı; ailelerin sınıf içindeki etkinliklere katılması, veli toplantılarını takip etmesini içerirken okul-aile işbirliği temelli katılım;anne babalar ve öğretmenlerin iletişim halinde olmalarını içermektedir (Özel,Çağdaş ve Konca, 2016;Erkan, Uludağ ve Dereli, 2016; Günay Bilaloğlu ve Aktaş Arnas, 2019; Kurtulmuş, 2016). Yapılan pek çok araştırmada aile ve okulu ortak paydada buluşturan modellerin hem çocukların başarısını hem de ailelerin bilgi ve becerilerini arttığı ortaya çıkmıştır (Tezel Şahin ve Özyürek, 2016).…”

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Family Involvement in Preschool Education: Parents’ Views

KAÇAN¹

2020

Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi

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Bu araştırma, anne ve babaların aile katılımına ilişkin görüşlerini incelemek amacıyla yapılmıştır. Araştırmanın evrenini normal gelişim gösteren ve okul öncesi eğitim kurumuna devam eden 4-5 yaş çocukların anne ve babaları oluşturmuştur. Araştırmanın çalışma grubuna, evren içinden Milli Eğitim Bakanlığı'na bağlı bağımsız anaokulları ve anasınıfları arasından tesadüfî olarak, araştırmaya katılmaya gönüllü olan her sınıftan iki anne ve iki baba olmak üzere toplam 31 anne ve 33 baba dahil edilmiştir. Araştırmada genel tarama model kullanılmış olup, veri toplama aracı olarak anne babalara ilişkin genel bilgileri toplamak amacıyla Genel Bilgi Formu ve anne babaların aile katılımına ilişkin görüşlerini incelemek amacıyla Perry, Fantuzzo ve Munis (1997,2002) tarafından geliştirilen ve Ahmetoğlu, Acar, Sezer ve Akşin Yavuz (2018) tarafından Türk kültürüne uyarlanan Aile Katılım Ölçeği (AKÖ) kullanılmıştır. Araştırmanın amacı doğrultusunda elde edilen verilerin analizinde betimsel analizler ile anne ve babaların aile katılımı alt ölçek ve toplam ölçek puanlarını karşılaştırmak için Mann-Whitney U testi analizlerine yer verilmiştir. Araştırma sonucunda, anne ve babaların okul ve ev-okul iş birliği temelli aile katılımı puanları ile toplam ölçek puanları arasında anneler lehine anlamlı fark olduğu belirlenmiştir.

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Analyzing Activity Plans’ Parental Involvement Section in Early Childhood Education

Abstract: developments and learning achievements of the children. Study indicated that not only quality of the parental involvement in activity plans should be supported, but also quantity of them.

Cited by 10 publications

References 3 publications

Early Childhood Education Practices in Zanzibar: Parent’s Involvement in the Learning of Their Children in Pre-Primary Education

Early Childhood Education Practices in Zanzibar: Parent’s Involvement in the Learning of Their Children in Pre-Primary Education

Primary school pre-service teachers self-assessed competency level of teaching how to read in Turkey

Family Involvement in Preschool Education: Parents’ Views

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