A Common Language among Child, School and Parents: The Use of Pedagogical Documentation in the Parent Involvement Process

Selda Aras; Figen Sahın; Arif Yılmaz; Ayca Ulker

A Common Language among Child, School and Parents: The Use of Pedagogical Documentation in the Parent Involvement Process

Abstract

This study aims to examine the role of pedagogical documentation as a part of the school-parent collaboration from the perspectives of parents. In this study, which was conducted with the phenomenological design, data were collected using semi-structured interviews from 27 parents. The findings of the inductive analyzes were gathered under the themes of the visibility of learning, the parent-school bridge, and the child-parent-teacher collaboration. In line with the perceptions and experiences of parents, the findings showed that the pedagogical documentation increases the awareness of parents about their child's learning experiences at school, interactions, and reflections on these, provides guidance about parenting, improves the interaction between child and parents, supports the development of the child and learning at home, and contributes to school-parent collaboration. Given the contribution of parent involvement on child development and learning, it is believed that the findings obtained in this study will contribute to teachers, policymakers, and program developers in terms of utilizing pedagogical documentation as a tool for school-home collaboration.

Keywords

References

Abbak, B. S. (2008). Okul oncesi egitim programlarındaki aile katılımı etkinliklerinin anasınıfı ogretmenleri ve ebeveyn gorusleri acısından i̇ncelenmesi. (Unpublished master thesis), Cukurova Universitesi. Sosyal Bilimler Enstitusu.
ACEV (2017). Turkiye’de erken cocukluk bakımı ve okul oncesi egitime katılım. İstanbul.
Alasuutari, M., Markstrom, A. M., & Vallberg-Roth, A. C. (2014). Assessment and documentation in early childhood education. New York, NY: Routledge.
Arnold, D. H., Zeljo, A., Doctoroff, G. L., & Ortiz, C. (2008). Parent involvement in preschool: Predictors and the relation of involvement to pre-literacy development. The School Psychology Review, 37(1), 74-90.
Atakan, H. (2010). Okul oncesi egitiminde aile katılımı calısmalarının ogretmen ve ebeveyn goruslerine gore degerlendirilmesi. (Unpublished master thesis), Canakkale Onsekiz Mart Universitesi Sosyal Bilimler Enstitusu.
Barnes, J. K., Guin, A. Allen, K., & Jolly, C. (2016). Engaging parents in early childhood education: Perspectives of childcare providers. Family and Consumer Sciences Research Journal, 44(4), 360-374.
Bayraktar, V., Guven, G., & Temel, Z. F. (2016). Okul oncesi kurumlarda gorev yapan ogretmenlerin aile katılım calısmalarına yonelik tutumlarının incelenmesi. Kastamonu Egitim Dergisi, 24(2), 755-770.
Birbili, M., & Tzioga, K. (2014). Involving parents in children’s assessment: Lessons from the Greek context. Early Years, 34(2), 161-174.

Brown-DuPaul, J., Keyes, T., & Segatti, L. (2001). Using documentation panels to communicate with families. Childhood Education, 77(4), 209-213.
Buldu, M. (2010). Making learning visible in kindergarten classrooms: Pedagogical documentation as a formative assessment technique. Teaching and Teacher Education, 26(7), 1439-1449.
Carlisle, E., Stanley, L., & Kemple, K. M. (2005). Opening doors: Understanding school and family influences on family involvement. Early Childhood Education Journal, 33(3), 155-162.
Carr, M. (2001). Assessment in early childhood settings: Learning stories. Paul Chapman.
Clifford, A.P., & Goncu, A. (2019). Portrayals of parental involvement: descriptions of family and school relationships in a low-income African American community. Mind, Culture, and Activity, 26 (1), 75-92.
Comer, J. P., & Haynes, N. M. (1991). Parent involvement in the schools: An ecological approach. The Elementary School Journal, 91(3), 271−278.
Creswell, J. W. (2009). Research design: Qualitative, quantitative and mixed methods approaches. Los Angeles, CA: SAGE.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches. Thousand Oaks, CA: SAGE.
Caltık, İ. (2004). Milli Egitim Bakanlıgı`na baglı anaokul ve anasınıflarında gorev yapan ogretmenlerin uygulanan okul oncesi egitim programına ve programın kullanımına iliskin goruslerin incelenmesi. (Unpublished master thesis), Gazi Universitesi Egitim Bilimleri Enstitusu.
Dahlberg, G., Moss, P., & Pence, A. (2007). Beyond quality in early childhood education and care: Postmodern perspectives (2nd ed.) New York, NY: Routledge.
Demircan, H. O. (2018). Okul oncesi egitimde aile katılımı sistemini genisletmek: “Aile baglılıgı, ortaklıgı, katılımı ve egitimi". İlkogretim Online, 17(4), 1-19.
Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievement and adjustment: A literature review 433. London: DfES.
Edwards, C., Gandini, L., & Forman, G. (1998). Introduction. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: the Reggio Emilia approach-advanced reflections (pp. 5-25). Westport, CT: Ablex.
Einarsdottir, J. & Gardarsdottir, B. (2009). Parental participation – Icelandic playschool teachers’ views. In T. Papatheodorou, & J. Moyles, (Eds), Learning together in the early years – exploring relational pedagogy (pp. 196-216). New York, NY: Routledge.
Epstein, J. (1995). School/family/community partnerships. Phi Delta Kappan, 76 (9), 701-12.
Epstein, J. L. (2001). Building bridges of home, school, and community: The importance of design. Journal of Education for Students Placed at Risk (JESPAR), 6 (1-2), 161-168.
Epstein, J. L. (2010). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 92(3), 81-96.
ERG (2016). Egitim izleme raporu 2015-16. İstanbul: ERG
Fleck, B., Richmond, A. S., Sanderson, J., & Yacovetta, S. (2015). Does pedagogical documentation support maternal reminiscing conversations? Cogent Education, 2(1), 1-18.
Fontana, A., & Frey, J. H. (2000). The interview: From structured questions to negotiated text. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research. Thousand Oaks, CA: SAGE
Gandini, L. (1993). Fundamentals of the Reggio Emilia approach to early childhood education. Young Children, 49(1), 4-8.
Grant, K. B., & Ray, J. A. (2010). Home, school, and community collaboration: Culturally responsive family involvement. Thousand Oaks, CA: SAGE.
Grieshaber, S. J., & Hatch, J. A. (2003). Child observation and pedagogical documentation as effects of globalisation. Journal of Curriculum Theorizing, 19(1), 89-102.
Grolnick, W. S., & Slowiaczek, M. L. (1994). Parents' involvement in children's schooling: A multidimensional conceptualization and motivational model. Child Development, 65(1), 237-252.
Gunay Bilaloglu, R., & Aktas Arnas, Y. (2019). Okul oncesi egitimde aile katılımı engelleri ve surecte karsılasılan sorunlar. Hacettepe Universitesi Egitim Fakultesi Dergisi, 34(3), 804-823.
Gunes, G. (2018). Erken cocukluk egitiminde pedagojik dokumantasyonun aile katılımına katkısının incelenmesi. (Unpublished master thesis), Hacettepe Universitesi Egitim Bilimleri Enstitusu, Ankara.
Gursimsek, I. (2010). Okul oncesi egitime aile katılımını etkileyen faktorler. Egitim Bilimleri ve Uygulama, 9(18), 1-19.
Hakyemez, S. (2015). Turkish early childhood educators on parental involvement. European Educational Research Journal, 14(1), 100-112.
Henderson, A. T., Mapp, K. L., & Johnson, V. R. (2007). Beyond the bake sale: The essential guide to family-school partnerships. New York: The New Press.
Hoover-Dempsey, K., & H. Sandler (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67, 3–42.
Hornby, G. (2011). Parental involvement in childhood education: Building effective school-family partnerships. New York: Springer Science ve Business Media.
Hornby, G., & Blackwell, I. (2018). Barriers to parental involvement in education: An update. Educational Review, 70(1), 109-119. DOI: 10.1080/00131911.2018.1388612.
Hostyn, I., Mäkitalo, A. R., Hakari, S., & Vandenbussche, L. (2020). The professional actuation of pedagogical documentation in Belgian and Finnish early childhood education settings. Early Child Development and Care, 190(3), 400-413.
Ihmeideh, F., & Oliemat, E. (2015). The effectiveness of family involvement in early childhood programmes: perceptions of kindergarten principals and teachers. Early Child Development and Care, 185(2), 181-197.
Katz, L. G., & Chard, S. C. (1996). The contribution of documentation to the quality of early childhood education. ED 393608. www.ericdigests.org/1996-4/quality.htm.
Kinney, L., & Wharton, P. (2007). An encounter with Reggio Emilia: Children's early learning made visible. New York, NY: Routledge.
Kline, L. S. (2008). Documentation panel: The “making learning visible” project. Journal of Early Childhood Teacher Education, 29(1), 70-80.
Knopf, H. T., & Swick, K. J. (2008). Using our understanding of families to strengthen family involvement. Early Childhood Education Journal, 35(5), 419-427.
Kocher, L. (2008). The disposition to document: the lived experience of teachers who practice pedagogical documentation-a case study. (Unpublished Doctoral Dissertation), The University of Southern Queensland, Australia.
Kocyigit, S. (2015). Family involvement in preschool education: Rationale, problems and solutions for the participants. Educational Sciences: Theory and Practice, 15(1), 141-157.
Kotaman, H. (2008). Turk ana babalarının cocuklarının egitim ogretimlerine katılım duzeyleri. Uludag Universitesi Egitim Fakultesi Dergisi, 21(1), 135-149.
Koksal Egmez, C. F. (2008). Okul oncesi egitim kurumlarında ailenin egitime katılımı. (Unpublished master thesis), Sakarya Universitesi, Sosyal Bilimler Enstitusu, Sakarya.
LaRocque, M., Kleiman, I., & Darling, S.M. (2011. Parental involvement: The missing link in school achievement. Preventing School Failure, 55 (3), 115-122, DOI: 10.1080/10459880903472876
Lewin-Benham, A. W. (2006). Possible schools: The Reggio approach to urban education. New York, NY: Teachers College Press. Li, G., Lin, M., Liu, C., Johnson, A., Li, Y., & Loyalka, P. (2019). The prevalence of parent-teacher interaction in developing countries and its effect on student outcomes. Teaching and Teacher Education, 86, 102878.
Lincoln, Y. S., & Guba, E. G. (1985). Qualitative inquiry. Thousand Oaks, CA: SAGE.
MacDonald, M. (2007). Toward formative assessment: the use of pedagogical documentation in early elementary classrooms. Early Childhood Research Quarterly, 22, 232- 242.
McIntyre, L. L., Eckert, T. L., Fiese, B. H., Reed, F. D. D., & Wildenger, L. K. (2010). Family concerns surrounding kindergarten transition: A comparison of students in special and general education. Early Childhood Education Journal, 38(4), 259-263.
McLean, C. (2019). Co-constructed pedagogical documentation in early learning settings: A parent perspective. Exceptionality Education International, 29 (3), 113-134.
McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41(3), 363-377. Merriam, S. B. (2013). Qualitative research: A guide to design and implementation. New York, NY: Wiley & Sons.
OECD (2006). Starting strong II: Early childhood education and care. Paris: OECD Publishing.
Orcan Kacan, M., Kimzan, İ., Guler Yıldız, T., & Cagdas, A (2019). Ogretmen ve ebeveynlerin aile katılımını etkileyen etmenlere yonelik goruslerinin incelenmesi. Egitim Kuram ve Uygulama Arastırmaları Dergisi, 5(3), 370-381.
Ozkan Yıldız, F. & Yılmaz, A. (2020). Parent-teacher communication and parental expectations in the assessment process in Turkish preschool settings. Education 3-13, 1- 15. DOI: 10.1080/03004279.2020.1861049.
Patton, M. Q. (1990). Qualitative evaluation and research methods. Thousand Oaks, CA: SAGE.
Picchio, M., Di Giandomenico, I., & Musatti, T. (2014). The use of documentation in a participatory system of evaluation. Early Years, 34(2), 133-145.
Reynolds, B., & Duff, K. (2016). Families’ perceptions of early childhood educators’ fostering conversations and connections by sharing children's learning through pedagogical documentation. Education 3-13, 44(1), 93-100.
Rinaldi, C. (1998). Projected curriculum constructed through documentation: Progettazione. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach—Advanced reflections. Westport, CT: Ablex.
Rinaldi, C. (2001). Documentation and assessment: what is the relationship? In C. Giudici, C. Rinaldi, & M. Krechevsky (Eds.), Making learning visible: Children as individual and group learners (pp. 78-90). Reggio Emilia, Italy: Reggio Children
Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. New York, NY: Routledge.
Rintakorpi, K., Lipponen, L., & Reunamo, J. (2014). Documenting with parents and toddlers: a Finnish case study. Early Years: An International Journal of Research and Development, 34(2), 188–197.
Saldana, J. (2011). Fundamentals of qualitative research. New York, NY: Oxford University Press.
Saldana, J. (2013). The coding manual for qualitative researchers. Thousand Oaks, CA: SAGE
Sheldon, S.B. (2003). Linking school–family–community partnerships in urban elementary schools to student achievement on state tests. The Urban Review 35, 149–165. https://doi.org/10.1023/A:1023713829693
Swick, K. J. (2004). What parents seek in relations with early childhood family helpers. Early Childhood Education Journal, 31(3), 217-220. Tezel-Sahin, F., Inal, G., & Ozbey, S. (2011). Parent involvement activities from parents' point of view. International Journal of Academic Research, 3(6), 421-425.
Toran, M., & Ozgen, Z. (2018). Okul oncesi egitimde aile katılımı: Ogretmenler ne dusunuyor, ne yapıyor? Eğitimde Nitel Araştırmalar Dergisi – Journal of Qualitative Research in Education, 6(3), 229-245.
Unuvar, P. (2010). Aile katılımı calısmalarına yonelik ebeveyn ve ogretmen goruslerinin karsılastırılması. Kastamonu Egitim Dergisi, 18 (3), 719-730.
Ward, U. (2009). Working with parents in early years settings. Exeter: Learning Matters.
Weiss, H., Caspe, M., & Lopez, M. E. (2006). Family involvement in early childhood education. Family Involvement Makes a Difference, 1, 1-8.
Whittemore, R., Chase, S. K., & Mandle, C. L. (2001). Validity in qualitative research. Qualitative Health Research, 11(4), 522-537.

Details

Primary Language

English

Subjects

-

Journal Section

Research Article

Authors

Selda Aras ^* This is me
Türkiye

Figen Sahın This is me
Türkiye

Arif Yılmaz This is me
Türkiye

Ayca Ulker This is me
Türkiye

Publication Date

July 31, 2021

Submission Date

July 31, 2021

Acceptance Date

-

Published in Issue

Year 2021 Number: 27

IZ

https://izlik.org/JA75JD76PA

Cite

RIS / Bibtex

APA

Aras, S., Sahın, F., Yılmaz, A., & Ulker, A. (2021). A Common Language among Child, School and Parents: The Use of Pedagogical Documentation in the Parent Involvement Process. Eğitimde Nitel Araştırmalar Dergisi, 27, 298-318. https://izlik.org/JA75JD76PA

AMA

1.Aras S, Sahın F, Yılmaz A, Ulker A. A Common Language among Child, School and Parents: The Use of Pedagogical Documentation in the Parent Involvement Process. Derginin Amacı ve Kapsamı. 2021;(27):298-318. https://izlik.org/JA75JD76PA

Chicago

Aras, Selda, Figen Sahın, Arif Yılmaz, and Ayca Ulker. 2021. “A Common Language Among Child, School and Parents: The Use of Pedagogical Documentation in the Parent Involvement Process”. Eğitimde Nitel Araştırmalar Dergisi, nos. 27: 298-318. https://izlik.org/JA75JD76PA.

EndNote

Aras S, Sahın F, Yılmaz A, Ulker A (July 1, 2021) A Common Language among Child, School and Parents: The Use of Pedagogical Documentation in the Parent Involvement Process. Eğitimde Nitel Araştırmalar Dergisi 27 298–318.

IEEE

[1]S. Aras, F. Sahın, A. Yılmaz, and A. Ulker, “A Common Language among Child, School and Parents: The Use of Pedagogical Documentation in the Parent Involvement Process”, Derginin Amacı ve Kapsamı, no. 27, pp. 298–318, July 2021, [Online]. Available: https://izlik.org/JA75JD76PA

ISNAD

Aras, Selda - Sahın, Figen - Yılmaz, Arif - Ulker, Ayca. “A Common Language Among Child, School and Parents: The Use of Pedagogical Documentation in the Parent Involvement Process”. Eğitimde Nitel Araştırmalar Dergisi. 27 (July 1, 2021): 298-318. https://izlik.org/JA75JD76PA.

JAMA

1.Aras S, Sahın F, Yılmaz A, Ulker A. A Common Language among Child, School and Parents: The Use of Pedagogical Documentation in the Parent Involvement Process. Derginin Amacı ve Kapsamı. 2021;:298–318.

MLA

Aras, Selda, et al. “A Common Language Among Child, School and Parents: The Use of Pedagogical Documentation in the Parent Involvement Process”. Eğitimde Nitel Araştırmalar Dergisi, no. 27, July 2021, pp. 298-1, https://izlik.org/JA75JD76PA.

Vancouver

1.Selda Aras, Figen Sahın, Arif Yılmaz, Ayca Ulker. A Common Language among Child, School and Parents: The Use of Pedagogical Documentation in the Parent Involvement Process. Derginin Amacı ve Kapsamı [Internet]. 2021 Jul. 1;(27):298-31. Available from: https://izlik.org/JA75JD76PA