Kindergarten Teachers' Notions of Parent Involvement and Perceived Challenges

Autor/inn/en	Preston, Jane P.; Macphee, Mary M.; O'Keefe, Alaina Roach
Titel	Kindergarten Teachers' Notions of Parent Involvement and Perceived Challenges
Quelle	In: McGill Journal of Education, 53 (2018) 3, S.546-566 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-0666
Schlagwörter	Kindergarten; Preschool Teachers; Parent Participation; Teacher Attitudes; Barriers; Parent School Relationship; Diversity; Foreign Countries; Communication Strategies; Newsletters; Interaction; Parent Child Relationship; Time; School Policy; Printed Materials; Volunteers; Interpersonal Communication; Canada + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elternmitwirkung; Lehrerverhalten; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ausland; Kommunikationsstrategie; Interaktion; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Zeit; Schulpolitik; Freiwilliger; Interpersonale Kommunikation; Kanada
Abstract	We examine how kindergarten teachers on Prince Edward Island depict both parent involvement in school and its perceived challenges. Data consisted of written responses to two open-ended survey questions completed by 62 participants or 94% of the kindergarten teachers on PEI. Results showed that teachers recognized parent involvement in traditional forms. Barriers included lack of educator time and unproductive school policies. Extending from Epstein's parent involvement model, if increasingly rich forms of parent involvement are to actualize, educators must be attuned to "family vibrancy" -- the diverse gifts each family possesses; family vibrancy includes the belief that every parent, regardless of socioeconomic status, language abilities, ethnicity, religion, etc., can and does support his/her child's education to the best of his/her ability. (As Provided).
Anmerkungen	McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01