Parental Perspectives on Transition to Kindergarten Videos to Promote Family Involvement

Walsh, Bridget A.; Romo, Gemma; Jeon, Hyun‐Joo

doi:10.1007/s10643-018-0890-1

Cited by 5 publications

(4 citation statements)

References 13 publications

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“…One remedy to address this issue would be for SEAs to require school districts to map a 2-year transition plan involving the full final year of Part C services and the full first year of Part B services. During this time, parents could be provided resources to support their child’s adjustment and bolster their understanding of child development (Walsh et al, 2018). SPP Indicator 12 Early Childhood Transition should be revised and expanded to reflect the following Division for Early Childhood (DEC, 2014) Standards: (a) practitioners and programs exchange information before, during, and after transition about practices most likely to support the child’s successful adjustment and positive outcomes, and (b) practitioners use a variety of planned and timely strategies with the child and family before, during, and after the transition to support successful outcomes (DEC, 2014).…”

Section: What Do the Outcomes Of Case Law Related To Ecse Tell Policy...mentioning

confidence: 99%

Legal Issues in Early Childhood Special Education

Etscheidt

Schmitz

Edmister

2021

Journal of Disability Policy Studies

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Family and professional collaboration is beneficial to students, families, and educators. The importance of such collaboration was recognized for families of students with disabilities, resulting in provisions in the Individuals with Disabilities Education Act (IDEA) which ensure parental participation in educational planning. Despite the benefits of family and professional collaboration and IDEA mandate, many parents disagree with the educational planning decisions provided to their children and request due process hearings. Parents perceive a lack of opportunity to provide input and/or to disagree with schools’ perspectives. Parents of early childhood students report significant concerns about their child’s readiness for the transition to kindergarten and their limited role in transition planning as their children prepared to enter preschool programs. The purpose of this article was to examine the issues identified in parental complaints in early childhood special education (ECSE) through a qualitative content analysis of recent court cases. The results revealed six themes related to current issues in ECSE programs. We conclude with several recommendations for state policy makers to improve services in ECSE based on the DEC Recommended Practices.

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Section: What Do the Outcomes Of Case Law Related To Ecse Tell Policy...mentioning

confidence: 99%

Legal Issues in Early Childhood Special Education

Etscheidt

Schmitz

Edmister

2021

Journal of Disability Policy Studies

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“…Rather, the goal is to invite parents to view "themselves as valued partners with teachers" (Nistler & Maiers, 2000, p. 670) and share their culturally relevant literacy practices. This pedagogical suggestion can also promote home-school connections, which play essential and crucial roles in children's literacy development (Moll et al, 1992;Wilson, 1991;Walsh et al, 2018).…”

Section: Interpersonalmentioning

confidence: 99%

OLJ September 2023 27(3)

Shea,

Rice

2023

OLJ

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“…For example, online teacher and family communities can connect home and school through common or shared goals, interactivity, collaboration, and a sense of belonging (Zhang, Du, Sun & Ding, 2018). Besides, videos can provide rich information about children's in-school activities as well as promote parents' understanding of their children's development (Walsh, Romo & Jeon, 2018). Providing families with up-to-date and comprehensive information through digital technologies can also increase parents' engagement in their children's educational process (Gauvreau & Sandall, 2019).…”

Section: Use Of Digital Technologies and Parental E-nvolvementmentioning

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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Parental Perspectives on Transition to Kindergarten Videos to Promote Family Involvement

Cited by 5 publications

References 13 publications

Legal Issues in Early Childhood Special Education

Legal Issues in Early Childhood Special Education

OLJ September 2023 27(3)

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

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