Parental involvement in Finnish day care – what do early childhood educators say?

Hakyemez-Paul, Sevcan; Pihlaja, Päivi; Silvennoinen, Heikki

doi:10.1080/1350293x.2018.1442042

Cited by 22 publications

(16 citation statements)

References 40 publications

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“…Karena sekolah tahu apa yang diinginkan orang tua untuk anaknya sehingga orang tua perlu terlibat pada programprogram sekolah yang dirancang. Lebih jauh, keterlibatan orang tua dalam pendidikan akan membantu anak lebih mudah dalam memahami pembelajaran yang diberikan oleh sekolah formal (Hakyemez-Paul et al, 2018).…”

Section: Pendahuluanunclassified

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Keterlibatan Orang Tua dalam Mendampingi Anak Usia Dini Belajar dari Rumah di Masa Pandemi Covid-19

Agustina

Dhieni

Hapidin

2021

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Keterlibatan oarngtua dalam mendampingi belajar di rumah terbukti dapat meningkatkan prestasi anak. Artikel ini bertujuan untuk memberikan gambaran keterlibatan orangtua dalam mendampingi anak belajar di rumah selama pandemi berlangsung. Lima orangtua anak di Jakarta Timur, Indonesia menjadi partisipan yang dipilih melalui teknik purposive sampling. Teknik pengumpulan data yang digunakan menggunakan wawancara dan doumentasi. Data yang diperoleh kemudian dianalisis menggunakan AFI (Analisis Fenomenologi Intrepretatif). Penelitian ini menghasilkan lima tema utama yang berkaitan dengan keterlibatan orangtua yakni: : 1) gambaran pola asuh orang tua di rumah, 2) gambaran komunikasi orang tua dengan anak dan guru, 3) upaya orangtua dalam mendampingi anak belajar, 4) gambaran sikap orang tua dalam pengambilan keputusan, dan 5) gambaran kerjasama orang tua, anak dan guru. Hasil penelitian ini dapat menjadi pandangan bagi orangtua ketika mendampingi anak belajar di rumah selama pandemi.

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Section: Pendahuluanunclassified

“…Pengambilan keputusan secara sepihak dilakukan ketika belajar beribadah, melakukan sesuatu yang membahayakan, dan berkaitan dengan aturan sekolah. Anak usia dini membutuhkan perhatian yang lebih banyak dibandingkan anak yang lebih tua (Hakyemez-Paul et al, 2018). Mereka masih membutuhkan pendampingan dan pengawasan ketika bermain.…”

Section: Kerjasama Orangtua Anak Dan Guruunclassified

Keterlibatan Orang Tua dalam Mendampingi Anak Usia Dini Belajar dari Rumah di Masa Pandemi Covid-19

Agustina

Dhieni

Hapidin

2021

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“…113 early childhood educators who were employed at various ECE institutions in Ankara, the capital of Turkey, participated in this research in 2012, which was the first set of data collected from Turkey for this study. In the second article (Hakyemez-Paul et al, 2018a), early childhood educators' views on parental involvement and their parental involvement practices were investigated in the Finnish context, whereas in the third article (Hakyemez-Paul et al, 2018b) the focus was Finnish early childhood educators' self-reported reasons for insufficient parental involvement practices in their institution. For the second and third articles, the same data were used, which were gathered from early childhood educators working in Helsinki, the capital of Finland in 2015, including 287 participants (Hakyemez-Paul et al, 2018a;2018b).…”

Section: Structure Of the Dissertationmentioning

confidence: 99%

“…In the second article (Hakyemez-Paul et al, 2018a), early childhood educators' views on parental involvement and their parental involvement practices were investigated in the Finnish context, whereas in the third article (Hakyemez-Paul et al, 2018b) the focus was Finnish early childhood educators' self-reported reasons for insufficient parental involvement practices in their institution. For the second and third articles, the same data were used, which were gathered from early childhood educators working in Helsinki, the capital of Finland in 2015, including 287 participants (Hakyemez-Paul et al, 2018a;2018b). Finally, the fourth article (Hakyemez-Paul et al, under review), which adopted a comparative approach across the two countries, make use of the data collected in Finland in 2015 and a new dataset from Turkey.…”

Section: Structure Of the Dissertationmentioning

confidence: 99%

A Brief Introduction to Parental Involvement in Early Childhood Education in Turkish and Finnish Contexts

Hakyemez-Paul

2020

NJCIE

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Research conducted in recent decades has shown the importance of parental involvement in pupils’ well-being, learning, and future academic success as well as their cognitive, social, and emotional development. In addition to these benefits, parental involvement practices improve parental confidence and satisfaction as well as enriching educational programmes, enhancing the climate of educational institutions, and easing teachers’ work burden through responsibility-sharing and increased information flow. Although the significant role of parental involvement is well-supported by various studies, some research reveals that a gap continues to exist between the recommendations of related research and what is practised in educational institutions in reality. This gap explains in part the persistence of insufficient parental involvement practices. This paper, which is based on my public lektio aims to gain a better understanding of early childhood educators’ self-reported reasons for insufficient practices as well as identifying their parental involvement practices and their views in Finnish and Turkish contexts. The study is reported in four original articles, using the quantitative and qualitative data gathered from a representative sample of 287 early childhood educators from Helsinki and 225 early childhood educators from Ankara. Analysis of the results drew attention to the gap between theory and practice as well as the reasons behind this gap from the educators’ point of view. All the data material were discussed for each context, thus allowing for the highlighting of practical implications, which contributed not only to the research on parental involvement practices in different countries but also to the research on identifying factors affecting sufficient parental involvement. In addition to country-centred interpretations, the comparative aspect of this study contributes to existing research into world culture vs. local culture discussions.

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“…There is strong evidence that parent engagement in education during the early childhood years contributes to positive child outcomes and academic achievement, and parent engagement is considered as a key strategy for closing the achievement gap (Henderson et al 2004;Hepburn 2004;Vlasov and Hujala 2017). This literature explores various approaches to and/or benefits of parent involvement, and how parent engagement might influence children's academic learning (Hakyemez-Paul et al 2018;Morrow and Malin 2004;Park and McHugh 2014). Research across international contexts notes the importance of parent engagement and parent-teacher partnerships as a core element of quality ECE and one that merits further attention in both research and practice (OECD 2012(OECD , 2017Vlasov and Hujala 2017;Douglass 2011;Douglass and Klerman 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

“You have a status”: a case study of parent leadership in a U.S. school readiness initiative

Douglass

Maroney

Coonan

et al. 2019

ICEP

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This study examined parent leadership in an urban school readiness initiative in a northeast U.S. city. This school readiness initiative (hereafter referred to as Ready for K) took a unique approach by mobilizing parent leadership as one key strategy toward meeting its goal that every child in the city would enter kindergarten ready to succeed. Ready for K determined that parents in under-resourced neighborhoods could be the most effective "ambassadors" conducting outreach and engagement, and leading the efforts to connect families to early learning and developmental supports. Their approach was based on the idea that effective connections of families to resources, supports, and services are vital to children's developmental growth, yet these connections needed to be enhanced for subgroups of families with young children, particularly low-resourced, immigrant families who are the least connected to services and resources. Ready for K pursued a strategy of mobilizing local parent leadership to strengthen families' connections with school readiness support systems. It recruited community parents to conduct outreach to underserved and immigrant parents of young children to connect them with local resources. It also trained these parents to conduct developmental screenings of children birth to age three to raise family and community awareness about children's development and, when appropriate, early intervention services. Few early childhood school readiness or developmental screening initiatives involve parents as the implementers and leaders. Moreover, little research has examined parent

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Parental involvement in Finnish day care – what do early childhood educators say?

Cited by 22 publications

References 40 publications

Keterlibatan Orang Tua dalam Mendampingi Anak Usia Dini Belajar dari Rumah di Masa Pandemi Covid-19

Keterlibatan Orang Tua dalam Mendampingi Anak Usia Dini Belajar dari Rumah di Masa Pandemi Covid-19

A Brief Introduction to Parental Involvement in Early Childhood Education in Turkish and Finnish Contexts

“You have a status”: a case study of parent leadership in a U.S. school readiness initiative

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