Child Participation and Family Engagement with Early Childhood Education and Care Services in Disadvantaged Australian Communities

Grace, Rebekah; Bowes, Jennifer; Elcombe, Emma

doi:10.1007/s13158-014-0112-y

Cited by 22 publications

(41 citation statements)

References 24 publications

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“…Supported playgroups may provide an effective channel for disseminating information among prospective users of ECEC-particularly those from disadvantaged communities or families least likely to access formal ECEC-to assist them in making informed choices. Importantly, research suggests that children and families from disadvantaged backgrounds benefit the most from access to high-quality ECEC (Grace, Bowes & Elcombe, 2014).…”

Section: Playgroups As Sites For Parent Education and Supportmentioning

confidence: 99%

Supporting Parents’ Informed Early Childhood Education and Care Choices through Playgroups

Stratigos

Fenech

2018

Australasian Journal of Early Childhood

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PROVIDING INFORMATION TO FAMILIES about quality early childhood education and care (ECEC) is important for supporting informed choices. The Australian Government has attempted to build parents’ capacity to make informed choices through the National Quality Framework and the National Quality Standard (NQS) rating system. Many families, however, have limited or no knowledge or understanding of the NQS. This study investigated the potential of playgroups as a site for raising awareness about quality ECEC and the NQS ratings among families. Semi-structured interviews were conducted with six supported playgroup coordinators, and focus groups were held with families from seven playgroups. Findings suggest that playgroups could be an effective avenue for disseminating information about quality ECEC. For supported playgroups, the informal and trusted approach of the playgroup coordinator may play an important role in raising awareness about quality ECEC, and they could be better supported in this role through accurate, up-to-date information and resources that are respectful of families’ diverse backgrounds and needs.

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Section: Playgroups As Sites For Parent Education and Supportmentioning

confidence: 99%

Supporting Parents’ Informed Early Childhood Education and Care Choices through Playgroups

Stratigos

Fenech

2018

Australasian Journal of Early Childhood

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“…This method is particularly appropriate as my study conducted multiple focus groups and allowed me to assess cross-group saturation (Onwuegbuzie, et al, 2009). As this study was guided by eco-cultural theory, the analysis of parent perceptions allowed for the development of themes that were meaningful to parents and influenced by parents' day to day decision making for the family (Grace, Bowes & Elcombe, 2014).…”

Section: Data Organization and Analysismentioning

confidence: 99%

“…Engagement according to Grace, Bowes, and Elcombe (2014) is also a relationship that is built between families and services. Involvement tends to lend focus to what parents can do to support school-based initiatives (Hands, 2013).…”

Section: An Introduction To Play-based Educationmentioning

confidence: 99%

“…Some of the benefits to parent and community engagement outlined in the literature include higher grades and successful student achievements, minimizing learning gaps, and positive social and emotional behaviours (Yssel, Engelbrecht, Oswald, Eloff & Swart, 2007;Evans, 2013;Grace, Bowes & Elcombe, 2014;Wong, 2015;Quezada, 2014;Leithwood & Patrician, 2015;Gill, Lin & Purru, 2011;Corter & Pelletier, 2015, Preston, 2013Underwood & Killoran, 2012). Outside of the school meeting their academic goals and following policies, the literature does not address the benefits to children, educators, and families from being welcomed and engaged in the school community.…”

Section: An Introduction To Play-based Educationmentioning

confidence: 99%

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Parent Perceptions Of Play-Based Early Education In Abuja, Nigeria

Woolnough¹

2021

Preprint

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As education in Nigeria transitions to play-based learning there is a need to understand parent perspectives as it applies to their children’s education and daily experiences. This qualitative study explored 32 parents’ perspectives of their children’s education pre and post play-based intervention at two early learning centres in Abuja, Nigeria. An ecocultural theoretical framework was used to guide the study. Focus groups were transcribed and analyzed. The four themes that emerged from focus groups conducted with parents at both sites were: parents’ reasons for using the school/care system, advocacy for systematic change, understanding play based education and the connection between home and school. Parents embodied an understanding of early childhood development and curriculum and shared a desire to see play-based learning take place in their child’s classroom. Parents also shared a desire to continue to see evidence of their child’s learning.

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“…Developing cognitive skills for children is important because by developing children's cognitive abilities as early as possible, can affect the child's life in the future and prepare children to enter higher education levels (Duncan & Sojourner, 2013;Grace, Bowes, & Elcombe, 2014). The cognitive development of children has started since infancy (Kamerman & Gatenio-gabel, 2007) .…”

Section: Introductionmentioning

confidence: 99%

Increased Numeracy Skills of Children with Snakes and Ladders Game

Fidrayani

Syafrida

Melodyana

2020

JECE

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This research aims to improve the ability to count 4 - 5 years old children with snakes and ladders in group A PAUD Dahlia. The method used in this research is collaborative classroom action research using Kemmis and Mc Taggart's models. CAR is implemented as an effort to overcome problems that arise in the classroom. Method is carried out in four stages, are planning, action, implementation, and reflection. The subjects of the study were students of group A PAUD Dahlia, ten (n=10) children. The object of this study is the ability to count 4 - 5 years old children. Data collection method used is observation. Technical data analysis was done in a descriptive qualitative and quantitative manner. The established success indicator is that at least 75% of 10 children reach the counting ability. This research was conducted in two cycles. The results of the study indicate that the numeracy skill has increased. Increased numeracy skills can be seen from the indicator ability to count objects 1-10, recognize the concept of numbers, recognize symbols 1-10, mention symbols 1-10, matching numbers with symbol numbers. Increased numeracy skills of children aged 4-5 years with snakes and ladders in the implementation of pre-action 31, 5%, and in the first cycle increased to 51.5%, because it is still less than the success criteria that should be carried out then the next action is cycle II and increased greatly good by getting a percentage of 85%. Many games for children was suggested for increase numeracy skills.

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Child Participation and Family Engagement with Early Childhood Education and Care Services in Disadvantaged Australian Communities

Cited by 22 publications

References 24 publications

Supporting Parents’ Informed Early Childhood Education and Care Choices through Playgroups

Supporting Parents’ Informed Early Childhood Education and Care Choices through Playgroups

Parent Perceptions Of Play-Based Early Education In Abuja, Nigeria

Increased Numeracy Skills of Children with Snakes and Ladders Game

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