Exploring parential involvement in early childhood education in Phillipines a case study
<p>This case study explored parental involvement in early childhood education in the</p><p>Philippines from kindergarten stakeholders' perspectives. Purposive sampling was used to</p><p>select 13 school-cases with 87 particip...
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Bartolome, Melissa T. Exploring parential involvement in early childhood education in Phillipines a case study |
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<p>This case study explored parental involvement in early childhood education in the</p><p>Philippines from kindergarten stakeholders' perspectives. Purposive sampling was used to</p><p>select 13 school-cases with 87 participants comprising of kindergarten children, parents,</p><p>teachers, school principals, and government officials. Document analysis was used to examine</p><p>existing documents related to this study. From this, four themes emerged. These are kinds of</p><p>parental involvement, stakeholders capacity, characteristics of school-facilitated </p><p>parental involvement, and basis for the development of a program. Interview protocol was</p><p>developed based on these themes. The interview instrument was validated by five </p><p>independent early childhood education experts. Then, interviews among stakeholders were</p><p>conducted. Data from document analysis and interviews went through content and </p><p>thematic analysis outlined by Cresswell on the first run and by the use of Atlas.ti on the</p><p>second run. Four themes emerged from the interview. These are meaningful </p><p>home-school interaction, collective in-school engagement, structured at-home learning support, and</p><p>refining stakeholders' capacity. These themes were used in the formulation of the</p><p>School-facilitated Parental Involvement (SPIn) framework. This framework offers a</p><p>contextualized blueprint for Filipino families' engagement in school with emphasis on refining </p><p>the capacity of every stakeholder in the school system. The study underscored</p><p>the need for crafting policies intended for parental involvement that can lawfully set guidelines</p><p>for smooth implementations of programs where stakeholders can be reinforced for school engagement.</p><p>In conclusion, the main finding of this study shows that home-school interaction, in-school</p><p>engagement, and at-home learning support play a vital role in school system. These types</p><p>of parental involvement are collaboratively done by the parents, teachers, administrators, and</p><p>other stakeholders for the holistic development of children. The implication of this study</p><p>highlights that</p><p>SPIn framework could be used by early childhood education in Philippines.</p><p></p> |
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Bartolome, Melissa T. |
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Bartolome, Melissa T. |
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Bartolome, Melissa T. |
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Exploring parential involvement in early childhood education in Phillipines a case study |
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Exploring parential involvement in early childhood education in Phillipines a case study |
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Exploring parential involvement in early childhood education in Phillipines a case study |
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Exploring parential involvement in early childhood education in Phillipines a case study |
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Exploring parential involvement in early childhood education in Phillipines a case study |
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exploring parential involvement in early childhood education in phillipines a case study |
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oai:ir.upsi.edu.my:71312022-06-13 Exploring parential involvement in early childhood education in Phillipines a case study 2019 Bartolome, Melissa T. <p>This case study explored parental involvement in early childhood education in the</p><p>Philippines from kindergarten stakeholders' perspectives. Purposive sampling was used to</p><p>select 13 school-cases with 87 participants comprising of kindergarten children, parents,</p><p>teachers, school principals, and government officials. Document analysis was used to examine</p><p>existing documents related to this study. From this, four themes emerged. These are kinds of</p><p>parental involvement, stakeholders capacity, characteristics of school-facilitated </p><p>parental involvement, and basis for the development of a program. Interview protocol was</p><p>developed based on these themes. The interview instrument was validated by five </p><p>independent early childhood education experts. Then, interviews among stakeholders were</p><p>conducted. Data from document analysis and interviews went through content and </p><p>thematic analysis outlined by Cresswell on the first run and by the use of Atlas.ti on the</p><p>second run. Four themes emerged from the interview. These are meaningful </p><p>home-school interaction, collective in-school engagement, structured at-home learning support, and</p><p>refining stakeholders' capacity. These themes were used in the formulation of the</p><p>School-facilitated Parental Involvement (SPIn) framework. This framework offers a</p><p>contextualized blueprint for Filipino families' engagement in school with emphasis on refining </p><p>the capacity of every stakeholder in the school system. The study underscored</p><p>the need for crafting policies intended for parental involvement that can lawfully set guidelines</p><p>for smooth implementations of programs where stakeholders can be reinforced for school engagement.</p><p>In conclusion, the main finding of this study shows that home-school interaction, in-school</p><p>engagement, and at-home learning support play a vital role in school system. These types</p><p>of parental involvement are collaboratively done by the parents, teachers, administrators, and</p><p>other stakeholders for the holistic development of children. The implication of this study</p><p>highlights that</p><p>SPIn framework could be used by early childhood education in Philippines.</p><p></p> 2019 thesis https://ir.upsi.edu.my/detailsg.php?det=7131 https://ir.upsi.edu.my/detailsg.php?det=7131 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia <p>Ablong, W. (2016). 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