The quality of early childhood education is influenced by partnerships between parents and teachers. This research aims to measure the influence of different factors of the parent-teacher partnership, namely, communication, cooperation, and parents' participation on the early childhood learning outcomes. This research also measure the effect of teacher-parent cooperation in mediating the influence of teacher-parent communication on the learning outcomes and the effect of parental participation in moderating teacher-parent communication on the learning outcomes. The study used a quantitative approach with a cross-sectional survey design among 183 parents of young children in Padang. The data were collected using questionnaires, which were analyzed using a Structural Equation Model (SEM) analysis. The results indicate that the early childhood education learning outcomes are (1) positively influenced by teacher-parent communication and (2) parental participation, (3) except teacher-parent cooperation. Besides, (4) the teacher-parent communication positively influences teacher-parent cooperation. (5) The teacher-parent communication does not mediate the influence of teacherparent cooperation on the children's learning outcomes, and (6) the parents' participation does not moderate the influence of teacher-parent communication on the early childhood education learning outcomes. The results of this research contribute to identifying the importance of parents in early childhood learning outcomes through partnerships with teachers.
In the current Covid-19 transition period, innovations in early childhood learning models are needed that are effectively used. The many models of early childhood learning during this pandemic need to be studied further which are appropriate for implementation. This study aims to empirically verify the early childhood learning model during the COVID-19 pandemic and analyze the factors that influence early childhood learning during the Covid-19 period. The method used in writing this article is a systematic literature review, which is a literature search from national article sources conducted using indexed searches on Google Scholar and Microsoft Academic. This literature review was conducted using the prism method technique. The articles reviewed are the most recent 50 articles from 2020 to 2021, and the results were sorted into 26 articles. All articles are classified by year of publication, type of indexing journal, method, and early childhood learning model. The results of the study are presented as follows. (1) The search results prove an increase in the number of articles published from 2020-2021. (2) The results of the study show that the most widely used learning model in early childhood learning involves the participation and assistance of parents in children's learning at home through learning media created by teachers and distributed through social media. (3) The obstacles that can be identified are: (a) the role of parents in children's learning during the pandemic is still less than optimal, (b) the lack of mastery of technology skills of students and parents during online learning. So it is necessary to develop an early childhood learning model that can be applied in online implementation, able to facilitate collaboration between parents, teachers, and students.
Student learning outcomes in geography are generally not maximal and satisfactory, presumably because the learning process does not support students' understanding, that is, too much memorization, and they are not equipped with field practices. This study aims to determine: (1) the learning outcomes of students who are taught inquiry learning strategies using online exe-learning media compared to students who are taught inquiry learning strategies using offline exe-learning media; (2) the learning outcomes of students who have open interpersonal communication compared to students who have closed interpersonal communication; and (3) interaction between learning strategies using exe-learning media and interpersonal communication on student learning outcomes. The research method is quasi-experimental. The results showed: (1) the learning outcomes of students who were taught using inquiry learning strategies using online exe-learning media were higher than the learning outcomes of students taught using inquiry learning strategies using offline exe-learning media with a large influence; (2) the science learning outcomes of students who have open interpersonal communication are higher than the science learning outcomes of students who have closed interpersonal communication with the magnitude of the influence; and (3) there is the interaction between inquiry learning strategies using exe-learning media and interpersonal communication on students' science learning outcomes.
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