The Role of Parents in Children's School Readiness

Autor/in	Öngören, Sema
Titel	The Role of Parents in Children's School Readiness
Quelle	In: Educational Policy Analysis and Strategic Research, 16 (2021) 3, S.167-190 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Öngören, Sema)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-4289
Schlagwörter	Parent Role; School Readiness; Child Development; Social Support Groups; Emotional Development; Cognitive Development; Social Development; Language Acquisition; Daily Living Skills; Young Children + Suchen Sie Ihr Suchwort? Parental role; Elternrolle; Readiness for school; School ability; Schulreife; Kindesentwicklung; Social support; Soziale Unterstützung; Gefühlsbildung; Kognitive Entwicklung; Soziale Entwicklung; Sprachaneignung; Spracherwerb; Alltagsfertigkeit; Frühe Kindheit
Abstract	The aim of this research was to examine parental practices aimed at supporting children's school readiness in social, emotional, cognitive, linguistic and self-care domains. A case study design, one of the qualitative research methods, was used in the research. The study group of the research included 25 participants. The participants were determined with the maximum variation sampling type of purposive sampling method. A semi-structured interview form consisting of two parts was used as the data collection tool in the research. The findings obtained in the study were analysed with the content analysis method. The research findings revealed that for supporting children's school readiness in social terms, parents performed practices related to friend relationships, social activities, educational activities, family interaction and giving responsibility, while for emotional support, they engaged in oral communication, emotional support, spending time and doing activities. It was revealed that for supporting children's school readiness in cognitive terms, number activities, book reading, games and oral activities were performed; for language support, conversation, book reading, games and feedback were practised; while for support in terms of self-care, practices aimed at fostering habits, giving responsibility and being a role model were carried out. (As Provided).
Anmerkungen	International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: https://inased.org/epasrpi/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01