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Type :thesis
Subject :
Main Author :Bartolome, Melissa T.
Title :Exploring parential involvement in early childhood education in Phillipines a case study
Place of Production :Tanjong Malim
Publisher :Fakulti Pembangunan Manusia
Year of Publication :2019
Notes :with cd\r\nPAKK
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
This  case  study  explored  parental  involvement  in  early  childhood  education  in  the Philippines  from  kindergarten  stakeholders'  perspectives.  Purposive  sampling  was used  to   select  13  school-cases  with  87  participants  comprising  of  kindergarten children,  parents,   teachers,  school  principals,  and  government  officials.  Document analysis was used to examine  existing documents related to this study. From this, four themes  emerged.  These  are  kinds  of   parental  involvement,  stakeholders’  capacity, characteristics   of   school-facilitated    parental   involvement,   and   basis   for   the development of a program. Interview protocol was  developed based on these themes. The   interview   instrument   was   validated   by   five    independent   early   childhood education experts. Then,  interviews among  stakeholders were   conducted.  Data from document   analysis   and   interviews   went   through  content   and    thematic   analysis outlined  by Cresswell on the  first  run and  by the  use of Atlas.ti on the   second  run. Four   themes   emerged   from  the   interview.   These   are   meaningful    home-school interaction, collective in-school engagement, structured at-home learning support, and  refining  stakeholders'  capacity.  These  themes  were  used  in  the  formulation  of  the  School-facilitated  Parental Involvement  (SPIn)  framework.  This  framework  offers  a  contextualized blueprint for Filipino families' engagement in school with emphasis on refining    the   capacity   of   every   stakeholder   in   the   school   system.   The   study underscored  the need for crafting policies intended for parental involvement that can lawfully set  guidelines  for smooth implementations of programs where stakeholders can be reinforced for school engagement.  In conclusion, the main finding of this study shows  that  home-school  interaction,  in-school   engagement,  and  at-home  learning support  play a  vital role  in  school system.  These  types  of parental involvement  are collaboratively done  by the  parents, teachers,  administrators,  and  other  stakeholders for the holistic development of children. The implication of this study  highlights that SPIn framework could be used by early childhood education in Philippines.  

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