Home-School Partnerships and Early Literacy Development: Parents' Perceptions and Implications for Program Improvement

Autor/in	Aills, Lynda
Titel	Home-School Partnerships and Early Literacy Development: Parents' Perceptions and Implications for Program Improvement
Quelle	(2022), (158 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Concordia University Chicago
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-2250-4
Schlagwörter	Hochschulschrift; Dissertation; Preschool Children; Emergent Literacy; Parent Attitudes; Early Childhood Education; Family School Relationship; Partnerships in Education; Program Improvement; Parent Participation; Parent School Relationship; Experience + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Elternverhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Hochschulpartnerschaft; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Erfahrung
Abstract	This qualitative case study sought to explore parents' perceptions of home-school partnerships for preschool-age children's literacy development. Research indicates that early childhood centers and preschools are seeing a decline in parent involvement, even though studies indicate that home-school partnerships are essential for optimal success in literacy acquisition (Feldman, 2015; NAEYC, 1998; Wihbey, 2013). Most of the previous research relied on parent-school surveys and questionnaires rather than face-to-face interviews and focus group discussions, paving the way for new research that allowed for parents' opinions, emotions, and perceptions to be shared. This study provided data from twelve face-to-face interviews with parents of preschool-age children, along with one focus group in which five of the interviewed parents participated in a face-to-face discussion. Three research questions guided the study: What are parents' perceptions of home-school partnerships for their preschool-age children's literacy development? How do schools involve parents to participate in their children's literacy education? What do parents experience when participating in literacy home-school partnerships? Findings from this study include implications for home-school partnerships during the early childhood years. These findings include parents' need for effective home-school literacy partnerships programs, what schools can do to provide effective literacy programs, and how the parent and school can work together to encourage positive relationships and experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01