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Year 2023, Volume: 7 Issue: 2, 182 - 202, 28.09.2023

Cansu Tutkun Fatma Tezel Şahin Aysegul Akıncı Cosgun Zeynep Nur Aydın Kılıç

https://doi.org/10.54535/rep.1332595

Abstract

References

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  • Brody, G. H., Flor, D. L., & Gibson, N. M. (1999). Linking maternal efficacy beliefs, developmental goals, parenting practices, and child competence in rural single‐parent African American families. Child Development, 70(5), 1197-1208.
  • Brooks, T. O. (2009). Measuring parent involvement in relation to student achievement. Unpublished Doctoral Dissertation, Lindenwood University, United States.
  • Castro, D. C., Bryant, D. M., Peisner Feinberg, E. S., & Skinner, M. L. (2004). Parent involvement in Head Start programs: The role of parent, teacher and classroom characteristics. Early Childhood Research Quarterly, 19(3), 413-430.
  • Coley, R. L., & Morris, J. E. (2002). Comparing father and mother reports of father involvement among low‐income minority families. Journal of Marriage and Family, 64(4), 982-997.
  • Çaltık, İ., & Kandır, A. (2006). Okul öncesi eğitim kurumlarında görevli öğretmenlerin 2002 okul öncesi eğitim programında aile katılımının sağlanmasına ilişkin görüşlerinin incelenmesi [Examining the views of teachers working in pre-school education institutions on ensuring family participation in the 2002 pre-school education program.]. I. Uluslararası Ev Ekonomisi Kongresi, Ankara.
  • Çamlıbel Çakmak, Ö. (2010). Okul öncesi eğitim kurumlarında aile katılımı [Family involvement in pre-school education institutions]. Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20(20), 1-18.
  • Daymon, C., & Holloway, I. (2003). Qualitative research methods in public relations and marketing communications. London: Routledge.
  • Downer, J., Campos, R., McWayne, C., & Gartner, T. (2008). Father involvement and children's early learning: A critical review of published empirical work from the past 15 years. Marriage & Family Review, 43(1-2), 67-108.
  • Eğmez Köksal, C.F. (2008). Okul öncesi eğitim kurumlarında ailenin eğitime katılımı [Participation of the family in education in pre-school education institutions]. Unpublished Master Dissertation, Sakarya University, Sakarya.
  • Eliason, C. F., & Jenkins, L. T. (2003). A practical guide to early childhood curriculum. N.J.: Merrill.
  • Epstein, J. L. (2010). School/family/community partnerships: Caring for the children we share: When schools form partnerships with families and the community, the children benefit. These guidelines for building partnerships can make it happen. Phi Delta Kappan, 92(3), 81-96.
  • Erdoğan, Ç. & Demirkasımoğlu, N. (2010). Ailelerin eğitim sürecine katılımına ilişkin öğretmen ve yönetici görüşleri [Opinions of teachers and administrators on the participation of families in the education process]. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 16(3), 399-431.
  • Erkan, S., Uludağ, G., & Dereli, F. (2016). Okul öncesi öğretmenleri, okul yöneticileri ve ebeveynlerin aile katılımına ilişkin algılarının incelenmesi [Examination of preschool teachers, school administrators and parents' perceptions of family involvement]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(1), 221-240.
  • Fagan, J., & Palm, G. (2004). Fathers and early childhood programs. Clifton Park, NY: Thomson Delmar Learning.
  • Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1-22.
  • Fantuzzo, J., McWayne, C., Perry, M. A., & Childs, S. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low-income children. School Psychology Review, 33(4), 467–480.
  • Fantuzzo, J., Perry, M. A., & Childs, S. (2006). Parent satisfaction with educational experiences scale: A multivariate examination of parent satisfaction with early childhood education programs. Early Childhood Research Quarterly, 21(2), 142-152.
  • Galindo, C., & Sheldon, S.B. (2012). School and home connections and children’s kindergarten achievement gains: The mediating role of family involvement. Early Childhood Research Quarterly, 27(1), 90-103. doi:10.1016/j.ecresq.2011.05.004.
  • Glesne, C. (2012). Nitel araştırmaya giriş (Eds: A. Ersoy & P. Yalçınoğlu). Ankara: Anı Yayıncılık.
  • Gonzalez, J. C., Klein, C. C., Barnett, M. L., Schatz, N. K., Garoosi, T., Chacko, A., & Fabiano, G. A. (2023). Intervention and implementation characteristics to enhance father engagement: a systematic review of parenting interventions. Clinical child and family psychology review, 26(2), 445-458.
  • Gürşimşek, I., Kefi, S., & Girgin, G. (2007). Okulöncesi eğitime babaların katılım düzeyi ile ilişkili değişkenlerin incelenmesi [Examining the variables related to the participation level of fathers in preschool education]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(33), 181-191.
  • Harpaz, G., & Grinshtain, Y. (2020). Parent–teacher relations, parental self-efficacy, and parents’ help-seeking from teachers about children’s learning and socio-emotional problems. Education and Urban Society 001312452091559. doi:10.1177/0013124520915597.
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  • Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Annual Synthesis 2002. National Center for Family and Community Connections with Schools.
  • Hoover Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67(1), 3-42.
  • Hoover Dempsey, K. V., & Walker, J. M. (2002). Family-school communication. Elementary School Journal, 1-35.
  • Kaya, Ö. M., & Gültekin, M. (2003) Okul öncesi eğitim kurumlarında uygulanan program¬lara ailelerin ilgi ve katılımları ile okul öncesi eğitim kurumlarının aile eğitimine katkı¬sı konusunda anne-baba görüşleri [Parental views on the interest and participation of families in the programs implemented in pre-school education institutions and the contribution of pre-school education institutions to family education]. OMEP Dünya Konsey Toplantısı ve Konferansı Bildiri Kitabı, 3, 311-333.
  • Keçeli Kaysılı, B. (2008). Akademik başarının arttırılmasında aile katılımı [Family involvement in increasing academic success]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 9(1), 69-83.
  • Kohl, G. O., Lengua, L. J., & McMahon, R. J. (2000). Parent involvement in school conceptualizing multiple dimensions and their relations with family and demographic risk factors. Journal of School Psychology, 38(6), 501-523.
  • Ladner, J. L. (2003). Parents’ and teachers’ perceptıons of parent involvement. Unpublished Master Dissertation, University of Tulsa, Oklhoma- United States.
  • Lawson, M. A. (2003). School-family relations in context parent and teacher perceptions of parent involvement. Urban Education, 38(1), 77-133.
  • Linden, R. (2010). An evidence-based approach to community safety. International Journal of Child, Youth and Family Studies, 1(1), 53-77.
  • Mapp, K. L. (2002). Having their say: Parents describe how and why they are involved in their children’s education. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
  • Marcon, R. A. (1999). Positive relationships between parent school involvement and public school inner-city pre-schoolers' development and academic performance. School Psychology Review, 28(3), 395-412.
  • McBride, B. A., Bae, J. H., & Wright, M. S. (2002). An examination of family-school partnership initiatives in rural prekindergarten programs. Early Education and Development, 13(1), 107-127.
  • McBride, B. A., & McBride, R. J. (1993). Parent education and support programs for fathers. Childhood Education, 70(1), 4-9. DOI: 10.1080/00094056.1993.10520973.
  • McBride, B. A., & Rane, T. R. (1997). Father/male involvement in early childhood programs: Issues and challenges. Early Childhood Education Journal, 25(1), 11-15.
  • McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41, 363–377.
  • Miles, M. B., & Huberman, M. A. (2015). Nitel veri analizi [Qualitative data analysis] (Eds: S. Akbaba Altun & A. Ersoy). Ankara: Pegem Akademi.
  • Miller, G., & Dingwall, R. (1997). Context and Method in Qualitative Research. London: Sage.
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  • Oke, A., Butler, J. E., & O’Neill, C. (2020). Identifying barriers and solutions to increase parent-practitioner communication in early childhood care and educational services: the development of an online communication application. Early Childhood Education Journal, pp. 1-11. doi:10.1007/s10643-020-01068-y.
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Benefits of Parental Involvement Activities in the Preschool Period: A Comparison of Teacher and Father Views

Year 2023, Volume: 7 Issue: 2, 182 - 202, 28.09.2023

Cansu Tutkun Fatma Tezel Şahin Aysegul Akıncı Cosgun Zeynep Nur Aydın Kılıç

https://doi.org/10.54535/rep.1332595

Abstract

The purpose of this study is to determine and compare the views of teachers and fathers on father involvement and the benefits of parental involvement activities in the preschool period. The sample included 23 preschool teachers employed at public and private schools in Turkey's capital of Ankara, and fathers of 53 children in these teachers’ classrooms. This study is based on qualitative research that used an interview form to obtain data which is analyzed through content analysis. The findings of this study yield the deduction that both educators and paternal figures harbor the perception that parental involvement endeavors predominantly draw the attendance of mothers, with fathers exhibiting infrequent participation in such activities. The main reasons for fathers’ lower attendance rates for these activities are found to be working schedule and unsuitable working hours of the fathers. According to both the teachers and the fathers children are happy in terms of the benefits of parent involvement activities for the children, the family gains awareness about their child and improves itself in terms of the benefits for the family, and these activities provided easiness of communication and problem-solving with families in terms of the benefits for the school and the teacher.

Keywords

Pre-school education Parent involvement Father involvement Teacher views Father views

References

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  • Anderson, K. J., & Minke, K. M. (2007). Parent involvement in education: Toward an understanding of parents' decision making. The Journal of Educational Research, 100(5), 311-323. http://www.jstor.org/stable/27548195.
  • Aral, N., Kandır, A., & Can Yaşar, M. (2000). Okul öncesi eğitim ve anasınıfı programları[Pre-school and kindergarten programs]. İstanbul: Ya-Pa Yayınları.
  • Arnold, D. H., Zeljo, A., Doctoroff, G. L., & Ortiz, C. (2008). Parent involvement in pre-school: Predictors and the relation of involvement to preliteracy development. School Psychology Review, 37(1), 74-90.
  • Brody, G. H., Flor, D. L., & Gibson, N. M. (1999). Linking maternal efficacy beliefs, developmental goals, parenting practices, and child competence in rural single‐parent African American families. Child Development, 70(5), 1197-1208.
  • Brooks, T. O. (2009). Measuring parent involvement in relation to student achievement. Unpublished Doctoral Dissertation, Lindenwood University, United States.
  • Castro, D. C., Bryant, D. M., Peisner Feinberg, E. S., & Skinner, M. L. (2004). Parent involvement in Head Start programs: The role of parent, teacher and classroom characteristics. Early Childhood Research Quarterly, 19(3), 413-430.
  • Coley, R. L., & Morris, J. E. (2002). Comparing father and mother reports of father involvement among low‐income minority families. Journal of Marriage and Family, 64(4), 982-997.
  • Çaltık, İ., & Kandır, A. (2006). Okul öncesi eğitim kurumlarında görevli öğretmenlerin 2002 okul öncesi eğitim programında aile katılımının sağlanmasına ilişkin görüşlerinin incelenmesi [Examining the views of teachers working in pre-school education institutions on ensuring family participation in the 2002 pre-school education program.]. I. Uluslararası Ev Ekonomisi Kongresi, Ankara.
  • Çamlıbel Çakmak, Ö. (2010). Okul öncesi eğitim kurumlarında aile katılımı [Family involvement in pre-school education institutions]. Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20(20), 1-18.
  • Daymon, C., & Holloway, I. (2003). Qualitative research methods in public relations and marketing communications. London: Routledge.
  • Downer, J., Campos, R., McWayne, C., & Gartner, T. (2008). Father involvement and children's early learning: A critical review of published empirical work from the past 15 years. Marriage & Family Review, 43(1-2), 67-108.
  • Eğmez Köksal, C.F. (2008). Okul öncesi eğitim kurumlarında ailenin eğitime katılımı [Participation of the family in education in pre-school education institutions]. Unpublished Master Dissertation, Sakarya University, Sakarya.
  • Eliason, C. F., & Jenkins, L. T. (2003). A practical guide to early childhood curriculum. N.J.: Merrill.
  • Epstein, J. L. (2010). School/family/community partnerships: Caring for the children we share: When schools form partnerships with families and the community, the children benefit. These guidelines for building partnerships can make it happen. Phi Delta Kappan, 92(3), 81-96.
  • Erdoğan, Ç. & Demirkasımoğlu, N. (2010). Ailelerin eğitim sürecine katılımına ilişkin öğretmen ve yönetici görüşleri [Opinions of teachers and administrators on the participation of families in the education process]. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 16(3), 399-431.
  • Erkan, S., Uludağ, G., & Dereli, F. (2016). Okul öncesi öğretmenleri, okul yöneticileri ve ebeveynlerin aile katılımına ilişkin algılarının incelenmesi [Examination of preschool teachers, school administrators and parents' perceptions of family involvement]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(1), 221-240.
  • Fagan, J., & Palm, G. (2004). Fathers and early childhood programs. Clifton Park, NY: Thomson Delmar Learning.
  • Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1-22.
  • Fantuzzo, J., McWayne, C., Perry, M. A., & Childs, S. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low-income children. School Psychology Review, 33(4), 467–480.
  • Fantuzzo, J., Perry, M. A., & Childs, S. (2006). Parent satisfaction with educational experiences scale: A multivariate examination of parent satisfaction with early childhood education programs. Early Childhood Research Quarterly, 21(2), 142-152.
  • Galindo, C., & Sheldon, S.B. (2012). School and home connections and children’s kindergarten achievement gains: The mediating role of family involvement. Early Childhood Research Quarterly, 27(1), 90-103. doi:10.1016/j.ecresq.2011.05.004.
  • Glesne, C. (2012). Nitel araştırmaya giriş (Eds: A. Ersoy & P. Yalçınoğlu). Ankara: Anı Yayıncılık.
  • Gonzalez, J. C., Klein, C. C., Barnett, M. L., Schatz, N. K., Garoosi, T., Chacko, A., & Fabiano, G. A. (2023). Intervention and implementation characteristics to enhance father engagement: a systematic review of parenting interventions. Clinical child and family psychology review, 26(2), 445-458.
  • Gürşimşek, I., Kefi, S., & Girgin, G. (2007). Okulöncesi eğitime babaların katılım düzeyi ile ilişkili değişkenlerin incelenmesi [Examining the variables related to the participation level of fathers in preschool education]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(33), 181-191.
  • Harpaz, G., & Grinshtain, Y. (2020). Parent–teacher relations, parental self-efficacy, and parents’ help-seeking from teachers about children’s learning and socio-emotional problems. Education and Urban Society 001312452091559. doi:10.1177/0013124520915597.
  • Henderson, A. T., & Berla, N. (1994). Introduction. In A. T. Henderson & N. Berla (Eds.), A new generation of evidence: The family is critical to student achievement (pp. 1-20). Washington, DC: National Committee for Citizens in Education, Center for Law and Education.
  • Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Annual Synthesis 2002. National Center for Family and Community Connections with Schools.
  • Hoover Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67(1), 3-42.
  • Hoover Dempsey, K. V., & Walker, J. M. (2002). Family-school communication. Elementary School Journal, 1-35.
  • Kaya, Ö. M., & Gültekin, M. (2003) Okul öncesi eğitim kurumlarında uygulanan program¬lara ailelerin ilgi ve katılımları ile okul öncesi eğitim kurumlarının aile eğitimine katkı¬sı konusunda anne-baba görüşleri [Parental views on the interest and participation of families in the programs implemented in pre-school education institutions and the contribution of pre-school education institutions to family education]. OMEP Dünya Konsey Toplantısı ve Konferansı Bildiri Kitabı, 3, 311-333.
  • Keçeli Kaysılı, B. (2008). Akademik başarının arttırılmasında aile katılımı [Family involvement in increasing academic success]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 9(1), 69-83.
  • Kohl, G. O., Lengua, L. J., & McMahon, R. J. (2000). Parent involvement in school conceptualizing multiple dimensions and their relations with family and demographic risk factors. Journal of School Psychology, 38(6), 501-523.
  • Ladner, J. L. (2003). Parents’ and teachers’ perceptıons of parent involvement. Unpublished Master Dissertation, University of Tulsa, Oklhoma- United States.
  • Lawson, M. A. (2003). School-family relations in context parent and teacher perceptions of parent involvement. Urban Education, 38(1), 77-133.
  • Linden, R. (2010). An evidence-based approach to community safety. International Journal of Child, Youth and Family Studies, 1(1), 53-77.
  • Mapp, K. L. (2002). Having their say: Parents describe how and why they are involved in their children’s education. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
  • Marcon, R. A. (1999). Positive relationships between parent school involvement and public school inner-city pre-schoolers' development and academic performance. School Psychology Review, 28(3), 395-412.
  • McBride, B. A., Bae, J. H., & Wright, M. S. (2002). An examination of family-school partnership initiatives in rural prekindergarten programs. Early Education and Development, 13(1), 107-127.
  • McBride, B. A., & McBride, R. J. (1993). Parent education and support programs for fathers. Childhood Education, 70(1), 4-9. DOI: 10.1080/00094056.1993.10520973.
  • McBride, B. A., & Rane, T. R. (1997). Father/male involvement in early childhood programs: Issues and challenges. Early Childhood Education Journal, 25(1), 11-15.
  • McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41, 363–377.
  • Miles, M. B., & Huberman, M. A. (2015). Nitel veri analizi [Qualitative data analysis] (Eds: S. Akbaba Altun & A. Ersoy). Ankara: Pegem Akademi.
  • Miller, G., & Dingwall, R. (1997). Context and Method in Qualitative Research. London: Sage.
  • Mwoma, B. T. (2009). Paternal involvement in children’s education: An implication of children’s performance at pre-school in Gucha district Kenya. Unpublished Doctoral Dissertation, Kenyatta University, Kenya.
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There are 69 citations in total.

Details

Primary Language English
Subjects Early Childhood Education
Journal Section Articles
Authors

Cansu Tutkun 0000-0002-2722-2274

Fatma Tezel Şahin 0000-0003-2098-2411

Aysegul Akıncı Cosgun 0000-0001-7195-5160

Zeynep Nur Aydın Kılıç 0000-0001-9182-5152

Early Pub Date September 27, 2023
Publication Date September 28, 2023
Published in Issue Year 2023 Volume: 7 Issue: 2

Cite

APA Tutkun, C., Tezel Şahin, F., Akıncı Cosgun, A., Aydın Kılıç, Z. N. (2023). Benefits of Parental Involvement Activities in the Preschool Period: A Comparison of Teacher and Father Views. Research on Education and Psychology, 7(2), 182-202. https://doi.org/10.54535/rep.1332595
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