Exploring Parental Involvement in Early Childhood Education in Philippines: A Case Study

Bartolome, Melissa T.; Mamat, Nordin

doi:10.56278/tnl.v14i2.1653

Cited by 4 publications

(6 citation statements)

References 13 publications

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“…Providing homework activities to young children is common in many countries, including Tanzania. Available evidence indicates that homework plays a critical role in children's learning and acquisition of knowledge and skills in early years [3,35,47]. Homework is provided to young children to serve various purposes.…”

Section: The Concept Of Homeworkmentioning

confidence: 99%

“…Studies have shown that parental involvement in their children's education increases their academic achievement, motivation to learn and behaviours [3,18,40]. Besides, Ekinci-Vural [13] and Mercan et al [27] are of the view that parental involvement in their children's early learning experiences has a pivotal impact on children's development of early literacy, numeracy and socio-emotional skills.…”

Section: Parental Involvement In Homeworkmentioning

confidence: 99%

“…With such participation, it is likely that parents will be able to identify and understand the child's potential and perhaps can be strengthened. Notably, higher parents' engagement in their children's homework can serve as an avenue for both collaborating and achieving intended learning outcomes, which in turn improve academic performance [1,3,18,22,34,47]. Other researchers have also reported that parents' involvement in homework can foster children's autonomy, good habits and emotional encouragement to struggling learners [5,26,55].…”

Section: Perceived Learning Opportunities In Supporting Children With...mentioning

confidence: 99%

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Parents’ perspectives on homework practices in pre-primary school children in Tanzania: a phenomenological analysis

Kambona

2024

Educ. Dimens.

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This study investigated parents’ practices in helping pre-primary school children with homework in Dodoma City, Tanzania. The study was guided by two specific objectives: to investigate the learning opportunities perceived by parents and the perceived challenges. The study involved 23 respondents from 15 families in Dodoma City, Tanzania. A convenience sampling technique was used to obtain families and parents. A phenomenology design was used, and semi-structured interviews were conducted to obtain data from the respondents. Thematic analysis was employed to analyse the collected data. The study revealed several learning opportunities among children, such as fostering child-parent relationships, knowing and monitoring children’s academic progress, and reinforcing learning and discipline among children. Also, several challenges were revealed from the study findings, including time-consuming, stressful and tedious activities for parents and children. The study concludes that parents’ involvement in children’s homework is vital for improving child-parent relationships and monitoring children’s academic progress. Therefore, the study recommends that teachers provide clear guidance to parents on assisting children with homework. Further, school administrators should encourage parents to participate in their children's education to improve their learning.

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Section: The Concept Of Homeworkmentioning

confidence: 99%

Section: Parental Involvement In Homeworkmentioning

confidence: 99%

Section: Perceived Learning Opportunities In Supporting Children With...mentioning

confidence: 99%

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Parents’ perspectives on homework practices in pre-primary school children in Tanzania: a phenomenological analysis

Kambona

2024

Educ. Dimens.

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“…Working mothers were reported to have experienced negative emotions (Clark et al, 2021) brought about by multifaceted difficulties in the process (Cahapay, 2021). Home learning support for homework (Bartolome & Mamat, 2020) had become a daily struggle for parents particularly mothers.…”

Section: Challenges Of Distant Learningmentioning

confidence: 99%

Uncovering the Filipino mothers’ experiences in teaching young children during uncertain times through reflexive thematic analysis

Arnilla

Casimero

Biray

et al. 2023

JEELR

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The present study examined the preparations made by 14 mothers to ensure that their children’s education was unhampered during the COVID-19 crisis and ready for face-to-face classes when permitted. The study used a reflexive thematic analysis of the face-to-face interviews with participants belonging to low-income families living in the central Philippines whose children used printed modules as teaching materials provided by the school. The study generated three themes: “realizing the gaps” (realizing that in-person campus-based instruction is better because distant learning is not effective); “filling in the gaps” (taking the lead in teaching the child at home and assisted by family and community members) and “getting back on track” (preparing children for face-to-face classes against the COVID-19). The study showed how Filipino parents particularly mothers kept their children in school despite pandemic-induced uncertainties, economic scarcities and social inequalities. The desire driven by the perceived benefits derived from education brought out the pathways to resourcefulness. This study draws attention to equal opportunities for learning across socio-economic statuses and a more inclusive delivery of instruction during a crisis such as the COVID-19 pandemic.

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“…Significant stakeholders in early childhood education concerning Inclusion involve mainly teachers who are most engaged in helping ECE learners which includes monitoring, discipline, cultural diversity, appropriate teaching-learning methods, and self-reliance development, among others (Klibthong & Agbenyega, 2020). Establishing reciprocal connections with parents, fostering a caring environment for personnel who assist learners, teaching to support growth, and designing school facilities where early childhood instruction and assessing children's learning and development are of significant importance (Bartolome & bin Mamat, 2020). According to Barnett, Paschall, Mastergeorge, Cutshaw, and Warren (2020), the early childhood curriculum enactment involves personal and environmental aspects that should be seriously considered.…”

Section: Introductionmentioning

confidence: 99%

Early childhood education in Ghana: teachers’ understanding and enactment of inclusion.

Mohammed

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This study explored teachers’ understanding and enactment of Inclusion in Early Childhood Education (IECE) in Ghana. Inclusion theorises that, every child of school-going age must have access to quality education regardless of their cultural and socioeconomic dissimilarity. The keystone of the policy is to stimulate inclusion and lessen exclusions in the educational system. By utilising an interpretive qualitative multi-case study approach involving semi-structured interviews, observation, and photo-elicitation instruments, data from six study teachers was collected. The inductive thematic analysis method was used to interpret the data. Findings from the study revealed IECE was understood as the accommodation and merging of learners with disability with their mainstream peers in the same learning environment to reduce stigmatisation, segregation, and exclusionary practices. Disability was a major factor influencing Ghana’s IECE practices, more than equity issues, ability, and stage of child’s enrolment. Despite the progressive principles underpinning IECE, the enactment of the programmes is encountering challenges due to various debilitating factors such as the lack of educational resources, funding, inappropriate training programmes, and conservative cultural views towards children with disabilities. The study recommended that for a high level of IECE practice, the policy should be supported by effective and ongoing training, Government support by providing the required resources, clear policy guidelines, and employing teachers with knowledge and understanding IECE. For an IECE school to succeed, a culture mind shift must begin at the top, with a coherent understanding, shared vision throughout the entire staff, commitment, and best practices in teaching and learning throughout the whole school community. Teachers, policymakers, and other role-players in education should view IECE in the context of learners’ rights to education rather than focusing on disability problems associated with exclusion and segregation. The exploration concludes that, even though the enactment of IECE is fraught with impediments, it is a reasonable practice that should be enacted to achieve national objectives since IECE exposes children to information and skills which is vital for economic growth and confidence building. By meaningfully adopting IECE and enacting it successfully, the nation’s current and future human resource development, will be enhanced. building. By meaningfully adopting the IECE policy and enacting it successfully, the nation’s current and future human resource development, will be enhanced.

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Exploring Parental Involvement in Early Childhood Education in Philippines: A Case Study

Cited by 4 publications

References 13 publications

Parents’ perspectives on homework practices in pre-primary school children in Tanzania: a phenomenological analysis

Parents’ perspectives on homework practices in pre-primary school children in Tanzania: a phenomenological analysis

Uncovering the Filipino mothers’ experiences in teaching young children during uncertain times through reflexive thematic analysis

Early childhood education in Ghana: teachers’ understanding and enactment of inclusion.

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