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

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

doi:10.4324/9780429288876-9

Cited by 6 publications

(6 citation statements)

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“…Importantly, similar results were also determined in this current study, where kindergarten teachers regarded technology use as important for ECE but also believed envolvement practices were insufficient. This can be evidence that a gap between the rhetoric and practice exists (Cottle & Alexander, 2014;Hakyemez, 2015;Hakyemez-Paul, Pihlaja & Silvennoinen, 2018;Hakyemez-Paul, Lähteenmäki & Pihlaja, 2021;Hornby & Lafaele, 2011). When it comes to the kindergarten teachers' reasons for low parental e-nvolvement, the two most stated reasons were parents' financial status and lack of knowledge regarding parental e-nvolvement.…”

Section: Discussionmentioning

confidence: 99%

Digital Technology Use of Kindergarten Teachers for Parental Involvement: E-Nvolvement in the Turkish Context

Konca¹,

Hakyemez-Paul²

2021

PERR

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The primary research aim of this current study was to better understand the digital technology use of Turkish kindergarten teachers in their parental involvement practices. A questionnaire designed by the authors was administered to 100 kindergarten teachers in five cities located within Turkey. It was revealed in the study results that the kindergarten teachers owned a variety of electronic devices and used those devices for both personal and educational purposes within the early childhood education setting. Teachers used digital technologies for their parental involvement practices less than they did for their own personal use or for other activities within the educational setting. The parental involvement types where teachers most often used digital technologies were for parenting and communicating. While the least popular parental involvement types where kindergarten teachers used digital technologies were decision-making and collaborating with the community. Teachers mentioned the two most common reasons for insufficient technology use for parental involvement were the parents’ financial status and level of knowledge. A negative relationship between teachers’ personal technology use and experience in the field increased, they were less likely to encounter problems regarding digital technology use for parental involvement

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Section: Discussionmentioning

confidence: 99%

Digital Technology Use of Kindergarten Teachers for Parental Involvement: E-Nvolvement in the Turkish Context

Konca¹,

Hakyemez-Paul²

2021

PERR

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“…In the process of learning, every movement and every look needs teachers' demonstration and guidance. Students begin with basic imitation learning, and through teachers' constant correction and guidance, they complete their own flesh-and-blood memory, and gradually master the key points and skills of every movement, thus realizing their learning goals (Hakyemez et al, 2018). As the goal of dance teaching curriculum is to train students to learn dance knowledge and demonstrate dance skills, and it is also a key course for dance students to exercise their temperament and shape their good bodies, how to make effective use of online rich teaching resources is a key problem to be solved at present.…”

Section: Teaching Mode Of Dance Online Training Institutionsmentioning

confidence: 99%

The influence of parents’ perception on online education and training brand recognition

Xue

2022

Front. Psychol.

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At present, the academic education of Chinese students is basically public education, but the quality training is mainly handed over to the market for training. Therefore, China’s online education and training institutions have gradually developed under this demand. With the improvement of people’s living standards, families have higher and higher requirements for children’s education, expecting that children can be well improved in physical, mental and psychological aspects, and hoping that they will have their own advantages in the future competition. Therefore, this paper studies the influence of parents’ perception on the brand recognition of online education and training. Through the analysis of dance online training institutions, the research shows that among the three categories, teachers’ Graduation schools account for the highest proportion, with an average proportion of 47.07%, followed by teachers’ grade certificates, with a proportion of 32.29%, and teachers’ competition scores of 25.57%. Therefore, in the process of operation, online dance training institutions should meet the needs of parents to understand the professional level of teachers. Improve the service system of training institutions, improve the parent brand recognition and the number of customers of training institutions, further improve online education and training institutions, and provide them with improvement suggestions and measures for reference.

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“…For teachers, this includes values embedded in their training and engagement in the ECEC sector as well as the various time points and contexts worked in such as kindergarten or daycare. For caregivers, this includes values brought to their parenting role including generational values about playing outdoors (Parsons & Traunter, 2020), those associated with experiences as a first-time caregiver or caregiver of more than one child, and their involvement in settings such as playgroups or preschools (Hakemez-Paul et al, 2018; McLean et al, 2018). In seeking to ensure that all children have opportunities to learn through play it would seem important therefore, to understand how culture is represented in what adults think play is, and in informing its provision.…”

Section: Culture Play and Learning In Early Childhoodmentioning

confidence: 99%

Perspectives of play and play-based learning: What do adults think play is?

McLean

Lake

Wild

et al. 2022

Australasian Journal of Early Childhood

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Adults, including early childhood teachers and caregivers (i.e., parents, carers, kinship members), have an important role in supporting young children’s learning through play in early childhood. However, little consideration has been given to the relationship between these significant adults’ perspectives of play and the play experiences of young children. Various conceptualisations of play and play-based learning influence the decisions adults make about the provision of play in early childhood. This can make it difficult to support adults in their understandings of the need for play in young children’s lives. We propose that more needs to be known about what significant adults think play is. This new knowledge would enhance professional learning and parent education programs in the early childhood education and care sector for increasing children’s opportunities to learn through play.

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

Cited by 6 publications

References 1 publication

Digital Technology Use of Kindergarten Teachers for Parental Involvement: E-Nvolvement in the Turkish Context

Digital Technology Use of Kindergarten Teachers for Parental Involvement: E-Nvolvement in the Turkish Context

The influence of parents’ perception on online education and training brand recognition

Perspectives of play and play-based learning: What do adults think play is?

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