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| Parental involvement refers to the amount of participation a parent has when it comes to the schooling of his/her children. Some schools foster healthy parental involvement, but sometimes parents has hesitations if they will involve themselves with their children's education. It has been advocated in Western countries. However, there is a body of literature that examines the significance of social and cultural influences and the effects of parents’ involvement in and expectations of their children’s development and learning. It is important for schools to recognize the existence of cultural variations in parent involvement because there are differences among parents with diverse background on when, why, and how they are involved in their children's education. Parenting is important in the Philippine society because family is viewed as a center to one's social world. But, social contexts in which Filipino families are embedded have changed rapidly over the past ten years (Ochoa & Torre, n.d.). Children’s learning is increasingly moving toward a broader vision of the 21st century learning. As children’s educations increasingly occur across a range of settings, parents are uniquely positioned to help ensure that these settings best support their children’s specific learning needs. Thus, parental involvement researches remain misrepresentative of parents and the involvement that they have with their children’s education (Jackson, 2010). The present study is using a qualitative research design that will investigate existing literatures on parental involvement in Early Childhood Education in terms of communicating from the school, volunteering and participating in school’s activities, and learning at home. The study will rely on the analysis of documents in order to gain deeper understanding about parental involvement in the Philippines and propose a School-facilitated Parental Involvement (SPIn) Framework. |
| References |
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3. Blair, S. L. (2014). Parental involvement and children's educational performance: A comparison of Filipino and U.S. parents. Journal of Comparative Family Studies, 45(3), 351-36. Retrieved from http://www.jstor.org/stable/24339542
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12. Nierva, M. (2009). Relationship between Parental Involvement and Family Status Variables of Grade One Parents of Siena College Quezon City SY 2006-2007: Implication for the School Shared Responsibility of the Home and the School. Ateneo de Manila University (Thesis).
13. Nihat Şad, S., Gürbüztürk, O. (2013). Primary School Students’ Parents’ Level of Involvement into their Children’s Education. Educational Sciences: Theory & Practice, 13(2) Educational Consultancy and Research Center. Retrieved from www.edam.com.tr/estp
14. Ochoa, D., & Torre, B. (n.d.). Parenting in the Philippines: A Review of the Research Literature from 2004 to 2014. PETA Arts Zone Project Terre de Hommes Germany.
15. Peters, M. (2012). Parental Involvement: How Much is Enough and What Can Schools Do to Encourage It? William Paterson University of New Jersey (Master Thesis).
16. Pineda, K. (2008). Comparison of the Parents’ and School Personnel’s Perceptions on the Existing Home-School Collaboration Program of Woodrose School, SY 2006-2007, Implications for the Program. Ateneo de Manila (Thesis).
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18. Selangan. (2015). The Reading Profile of Children in the Philippines. Literacy and World Languages Article. Retrieved from http://www.edutopia.org/discussion/reading-profile-children-philippines |
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