Research Article
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Comparison of Teachers' Attitudes to Family Participation in Different Early Childhood Approaches

Year 2021, Volume , Issue 20, 25 - 36, 26.07.2021
https://doi.org/10.30786/jef.615562

Abstract

The purpose of this study is to examine the teachers’ attitudes working in preschool education institutions that implement the practices of Montessori, Reggio Emilia, and the Ministry of National Education (MoNE) program. This study was carried out in descriptive research (survey) method. The study group was composed of 81 teachers working at Montessori, Reggio Emilia-inspired and MoNE preschools in Kadıköy, Maltepe and Ataşehir districts of İstanbul. "Attitude Scale for Family Participation Studies for Teachers" was used as a data collection tool. In the analysis of the data, Kruskal Wallis and Mann Whitney U tests were used. As a result of data analysis; the attitude scores of the teachers working in the Reggio Emilia-inspired preschools were higher than the Montessori-inspired and MoNE preschools. In this context, it was detected that the Reggio Emilia approach is determinative on the teachers’ attitudes regarding the family participation practices in preshools included in the study. According to the findings of the research, it was concluded that family participation studies of different educational approaches should be considered and implemented as an integrated approach according to the needs in Turkey.

References

  • Akar Gencer & Gören (2015). Examination of the effects of Reggio Emilia based projects on preschool children’s creative thinking skills. Procedia-Social and Behavioral Sciences, 186, 456-460.
  • Amus, G. (2006). Solidarity, communication, sharing and the value given to the child: Reggio Emilia approach. Jounal of Bell and Breaktime, 6(1), 48-54.
  • Bæck, U. D. K. (2010). ‘We are the professionals’: A study of teachers’ views on parental involvement in school. British Journal of Sociology of Education, 31(3), 323-335.
  • Baldacchino, A. (2011). Localizing Reggio: Adapting the Reggio Emilia Approach to Early Childhood Education in Three Childcare Centres on Prince Edward Island (Master Thesis). University of Prince Edward Island, Prince Edward.
  • Bayraktar, V., Güven, G. & Temel, Z. F. (2016). A study into the attitudes of teachers working at preschool education institutions regarding family involvement activities. Kastamonu Education Journal, 24(2), 755-770.
  • Bennet, T. (2001). Reactions to visiting the infant-toddler and preschool centers in Reggio Emilia İtaly. Early Research and Practice 3(1), 1-9.
  • Bilaloğlu, G.,R. & Arnas, A.,Y. (2018). Barriers to parental involvement in preschool education and problems encountered in process. Hacettepe Üniversity Journal of Education 34(3,) 804-823.
  • Borg, C. & Mayo,P. (2001). From adjuncts to subjects: Parental involvement in a working-class community. British Journal of Sociology of Education, 22(2), 245-266.
  • Business Center (2010). find.pcworld.com/64147
  • Büyüköztürk, Ş., Bökeoğlu, Ö. Ç. & Köklü, N. (2009). Statistics for social sciences. Ankara: Pegem Publishing.
  • Caedmon School Report. (2010). Caedmon schoolopens nursery for faculty and staff. Independent School, 69(3).
  • Cohen, F. & Anders, Y. (2020) Family involvement in early childhood education and care and its effects on the social-emotional and language skills of 3-year-old children, School Effectiveness and School Improvement, 31(1), 125-142.
  • Danışman. (2012). A general overview of Montessori approach and preparing the educational environment. Journal of Policy Analysis in Education 1(2), 85-113.
  • Edmiaston, R. K. & Fitzgerald, L. M. 2000. How Reggio Emilia encourages inclusion. Educational Leadership 58(1), 66-69.
  • Edwards, C.P. (2002). Three approaches from Europe: Waldorf, Montessori, and Reggio Emilia. Early Childhood Research and Practice, 4, 2-14.
  • Ensari, H. & Zembat, R. (1999). The effects of management styles on family participation in preschool education programs. Marmara University Preschool Teacher's Handbook (p.180-205). Istanbul: Ya-Pa Publications.
  • Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools. Westview Press.
  • Eratay, E. (2011). Efficiency of Montessori method. Pegem Journal of Education and Instructıon, 1(1), 11-19.
  • Erdoğan, Ç. & Demirkasımoğlu, N. (2010). Teachers’ and school administrators’ views of parent involvement in education process. Educational Administration: Theory and Practice, 16(3), 399-431.
  • Greenwood, G. E. & Hickman, C. W. (1991). Research and practice in parent involvement: Implications for teacher education. The Elementary School Journal, 91(3), 279-288.
  • 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.
  • Gülkanat, P. (2015). The pre-school Teachers’ Opinions to Education Application that Conducted via Montessori Method. Unpublished Master Thesis, Yeditepe University, Institute of Educational Sciences, Istanbul, Turkey.
  • Henderson, A. T., Mapp, K. L., Johnson, V. R. & Davies, D. (2007). Beyond the bake sale: The essential guide to family-school partnerships. New York: New Press.
  • Kalaycı, Ş. (2006). Multivariate statistical techniques with SPSS (2nd ed.). Ankara: Asil Publication.
  • Karasar, N. (2006). Scientific Research Method. Ankara: Nobel Publication.
  • Kayır, G. (2015). Preschool Projects Inspired by Reggio Emilia Approach: An Action Research. Unpublished Master Thesis, Dumlupınar University Institute of Educational Sciences, Kütahya, Turkey.
  • Kim, Y. (2009). Minority parental involvement and school barriers: Moving the focus away from deficiencies of parents. Educational Research Review, 4(2), 80-102.
  • Koç Başaran, Y. (2017). Sampling theory in social sciences. The Journal of Academic Social Sciences, 47(5), 480-495.
  • Koçyiğit, S. (2015). Family involvement in preschool education: Rationale, problems and solutions for the participants. Educational Sciences: Theory and Practice, 15(1), 141-157.
  • Korkmaz, H. E. (2005). Montessori Method and Montessori schools: Investigation Montessori schools in Turkey in terms of Management and Finance. Unpublished master’s thesis, Marmara University, İstanbul.
  • Koyuncu Şahin, M. (2018). Perspectives of teachers and school administrators towards family communication activities in early childhood education. The Journal of International Social Research 11(55), 670-684.
  • Köksal Eğmez, C. F. (2008). Participation of the Family in Education in Preschool Education Institutions. (Unpublished Master Thesis). Sakarya University, Institute of Social Sciences.
  • Kurtulmuş, Z. (2016). Analyzing parental involvement dimensions in early childhood education. Educational Research and Reviews, 11(12), 1149-1153.
  • McClelland, M. M. & Morrison, F. J. (2003). The emergence of learning-related social skills in preschool children. Early Childhood Research Quarterly, 18(2), 206–224.
  • MEB (2013). Preschool Education Program. Ankara: MEB Publishing.
  • Murray, E., McFarland-Piazza, L. & Harrison, L. J. (2015). Changing patterns of parent–teacher communication and parent involvement from preschool to school. Early Child Development and Care, 185(7), 1031-1052.
  • Mutlu, B., A. Ergişi, A.Ayhan-Bütün & N. Aral (2012). Montessori education in preschool period Journal of Ankara Health Sciences, 1(3), 113-128 (2012).
  • Nassaji (2015). Qualitative and descriptive research: Data type versus data analysis. Language Teaching Research, 19(2), 129-132.
  • Oğuz, V. & Köksal Akyol, A. (2006). Montessori approach in child education. Journal of Çukurova University Institute of Social Sciences, 15(1), 243-256.
  • Özalp & İnan. (2020) The experiences of teachers in Reggio Emilia-inspired preschools: A phenomenological study, Ekev Academy Review 24(83), 615-645.
  • Özerem, A. & Kavas, R. (2013). Montessori approach in pre-school education and its effects. The Online Journal of New Horizons in Education, 3(3), 12-25.
  • Öztürk, Ş. (2006). Australia New South Wales early childhood education programme: A sample of Reggio Emilia. Ondokuz Mayıs University, Journal of Faculty and Education, 21(1), 30-38.
  • Rimm-Kaufman, S. E., Pianta, R. C., Cox, M. J. & Bradley, R. H. (2003). Teacher-rated family involvement and children's social and academic outcomes in kindergarten. Early Education and Development, 14(2), 179-198.
  • Roth, R. (2015). Parental and familial involvement in the school community. A Master’s Paper Submitted in Partial Fulfillment of The Requirements for the Degree of Master of Science in Education - Montessori University of Wisconsin – River Falls.
  • Sheldon, S. B. (2002). Parents' social networks and beliefs as predictors of parent involvement. The Elementary School Journal, 102(4), 301-316.
  • Smith, C. S. (2014). Parental engagement in a Reggio Emilia-inspired Head Start program. Early Childhood Research & Practice 16(1).
  • Souto-Manning, M. & Swick, K. J. (2006). Teachers’ beliefs about parent and family involvement: Rethinking our family involvement paradigm. Early Childhood Education Journal, 34(2), 187-193.
  • Şahin, T., F. & Turla, A. (2003). Examination of family participation studies in pre-school education institutions. Omep 2003 World Council Meeting and Conference Proceedings. Ankara: Ya-Pa Publications.
  • Şıvgın, N. (2005). Teachers' Opinions About the Education Program Implemented in Preschool Education Institutions, Unpublished Master Thesis, Pamukkale University Institute of Social Sciences, Denizli, Turkey.
  • Taylor, L. C., Clayton, J. D. & Rowley, S. J. (2004). Academic socialization: Understanding parental influences on children's school-related development in the early years. Review of General Psychology, 8(3), 163-178.
  • Tezel Şahin, F. & Ünver, N., (2005). Family participation in preschool education programs. Kastamonu Education Journal, 13(1), 23-30.
  • Thornton, L. & Brunton, P. (2015). Understanding the Reggio approach (3rd ed.). London:David Fulton Publishers.
  • Toran, M. & Temel, F.Z. (2012). Examination of Turkish Preschool Curriculum’s Effect on Children’s Concept Acquisition. Procedia - Social and Behavioral Sciences Journal , 47, 594–599.
  • Toran, M. & Temel, F. (2014). Examining the effects of the Montessori approach on children’s concept acquisition. Elementary education online, 13(1), 223-234, 2014.
  • Wentzel, K. R. (2015). Socialization in school settings. J.E.Grusec ve P. D. Hastings (Ed.), Handbook of socialization: Theory and research (p.251–275) Boston: Guilford Press.
  • Yıldız, C. & Durmuşoğlu, C., M. (2018). The family involvement in different early childhood curricula and approaches in the world. International Journal of Curriculum and Instructional Studies, 8(1), 2018, 23-38.
  • Yıldız, F. Ü. (2012). The Expectatıons Of Parents From Montessori Pre-School Educatıon. Journal of Teaching and Education, 1(6), 283-294.
  • Zembat, R. & Polat Unutkan, Ö. (1999). The Importance of Family Participation in Children's Social Development in Preschool. Marmara University Preschool Teacher's Handbook Ya-Pa Publishing.

Year 2021, Volume , Issue 20, 25 - 36, 26.07.2021
https://doi.org/10.30786/jef.615562

Abstract

References

  • Akar Gencer & Gören (2015). Examination of the effects of Reggio Emilia based projects on preschool children’s creative thinking skills. Procedia-Social and Behavioral Sciences, 186, 456-460.
  • Amus, G. (2006). Solidarity, communication, sharing and the value given to the child: Reggio Emilia approach. Jounal of Bell and Breaktime, 6(1), 48-54.
  • Bæck, U. D. K. (2010). ‘We are the professionals’: A study of teachers’ views on parental involvement in school. British Journal of Sociology of Education, 31(3), 323-335.
  • Baldacchino, A. (2011). Localizing Reggio: Adapting the Reggio Emilia Approach to Early Childhood Education in Three Childcare Centres on Prince Edward Island (Master Thesis). University of Prince Edward Island, Prince Edward.
  • Bayraktar, V., Güven, G. & Temel, Z. F. (2016). A study into the attitudes of teachers working at preschool education institutions regarding family involvement activities. Kastamonu Education Journal, 24(2), 755-770.
  • Bennet, T. (2001). Reactions to visiting the infant-toddler and preschool centers in Reggio Emilia İtaly. Early Research and Practice 3(1), 1-9.
  • Bilaloğlu, G.,R. & Arnas, A.,Y. (2018). Barriers to parental involvement in preschool education and problems encountered in process. Hacettepe Üniversity Journal of Education 34(3,) 804-823.
  • Borg, C. & Mayo,P. (2001). From adjuncts to subjects: Parental involvement in a working-class community. British Journal of Sociology of Education, 22(2), 245-266.
  • Business Center (2010). find.pcworld.com/64147
  • Büyüköztürk, Ş., Bökeoğlu, Ö. Ç. & Köklü, N. (2009). Statistics for social sciences. Ankara: Pegem Publishing.
  • Caedmon School Report. (2010). Caedmon schoolopens nursery for faculty and staff. Independent School, 69(3).
  • Cohen, F. & Anders, Y. (2020) Family involvement in early childhood education and care and its effects on the social-emotional and language skills of 3-year-old children, School Effectiveness and School Improvement, 31(1), 125-142.
  • Danışman. (2012). A general overview of Montessori approach and preparing the educational environment. Journal of Policy Analysis in Education 1(2), 85-113.
  • Edmiaston, R. K. & Fitzgerald, L. M. 2000. How Reggio Emilia encourages inclusion. Educational Leadership 58(1), 66-69.
  • Edwards, C.P. (2002). Three approaches from Europe: Waldorf, Montessori, and Reggio Emilia. Early Childhood Research and Practice, 4, 2-14.
  • Ensari, H. & Zembat, R. (1999). The effects of management styles on family participation in preschool education programs. Marmara University Preschool Teacher's Handbook (p.180-205). Istanbul: Ya-Pa Publications.
  • Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools. Westview Press.
  • Eratay, E. (2011). Efficiency of Montessori method. Pegem Journal of Education and Instructıon, 1(1), 11-19.
  • Erdoğan, Ç. & Demirkasımoğlu, N. (2010). Teachers’ and school administrators’ views of parent involvement in education process. Educational Administration: Theory and Practice, 16(3), 399-431.
  • Greenwood, G. E. & Hickman, C. W. (1991). Research and practice in parent involvement: Implications for teacher education. The Elementary School Journal, 91(3), 279-288.
  • 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.
  • Gülkanat, P. (2015). The pre-school Teachers’ Opinions to Education Application that Conducted via Montessori Method. Unpublished Master Thesis, Yeditepe University, Institute of Educational Sciences, Istanbul, Turkey.
  • Henderson, A. T., Mapp, K. L., Johnson, V. R. & Davies, D. (2007). Beyond the bake sale: The essential guide to family-school partnerships. New York: New Press.
  • Kalaycı, Ş. (2006). Multivariate statistical techniques with SPSS (2nd ed.). Ankara: Asil Publication.
  • Karasar, N. (2006). Scientific Research Method. Ankara: Nobel Publication.
  • Kayır, G. (2015). Preschool Projects Inspired by Reggio Emilia Approach: An Action Research. Unpublished Master Thesis, Dumlupınar University Institute of Educational Sciences, Kütahya, Turkey.
  • Kim, Y. (2009). Minority parental involvement and school barriers: Moving the focus away from deficiencies of parents. Educational Research Review, 4(2), 80-102.
  • Koç Başaran, Y. (2017). Sampling theory in social sciences. The Journal of Academic Social Sciences, 47(5), 480-495.
  • Koçyiğit, S. (2015). Family involvement in preschool education: Rationale, problems and solutions for the participants. Educational Sciences: Theory and Practice, 15(1), 141-157.
  • Korkmaz, H. E. (2005). Montessori Method and Montessori schools: Investigation Montessori schools in Turkey in terms of Management and Finance. Unpublished master’s thesis, Marmara University, İstanbul.
  • Koyuncu Şahin, M. (2018). Perspectives of teachers and school administrators towards family communication activities in early childhood education. The Journal of International Social Research 11(55), 670-684.
  • Köksal Eğmez, C. F. (2008). Participation of the Family in Education in Preschool Education Institutions. (Unpublished Master Thesis). Sakarya University, Institute of Social Sciences.
  • Kurtulmuş, Z. (2016). Analyzing parental involvement dimensions in early childhood education. Educational Research and Reviews, 11(12), 1149-1153.
  • McClelland, M. M. & Morrison, F. J. (2003). The emergence of learning-related social skills in preschool children. Early Childhood Research Quarterly, 18(2), 206–224.
  • MEB (2013). Preschool Education Program. Ankara: MEB Publishing.
  • Murray, E., McFarland-Piazza, L. & Harrison, L. J. (2015). Changing patterns of parent–teacher communication and parent involvement from preschool to school. Early Child Development and Care, 185(7), 1031-1052.
  • Mutlu, B., A. Ergişi, A.Ayhan-Bütün & N. Aral (2012). Montessori education in preschool period Journal of Ankara Health Sciences, 1(3), 113-128 (2012).
  • Nassaji (2015). Qualitative and descriptive research: Data type versus data analysis. Language Teaching Research, 19(2), 129-132.
  • Oğuz, V. & Köksal Akyol, A. (2006). Montessori approach in child education. Journal of Çukurova University Institute of Social Sciences, 15(1), 243-256.
  • Özalp & İnan. (2020) The experiences of teachers in Reggio Emilia-inspired preschools: A phenomenological study, Ekev Academy Review 24(83), 615-645.
  • Özerem, A. & Kavas, R. (2013). Montessori approach in pre-school education and its effects. The Online Journal of New Horizons in Education, 3(3), 12-25.
  • Öztürk, Ş. (2006). Australia New South Wales early childhood education programme: A sample of Reggio Emilia. Ondokuz Mayıs University, Journal of Faculty and Education, 21(1), 30-38.
  • Rimm-Kaufman, S. E., Pianta, R. C., Cox, M. J. & Bradley, R. H. (2003). Teacher-rated family involvement and children's social and academic outcomes in kindergarten. Early Education and Development, 14(2), 179-198.
  • Roth, R. (2015). Parental and familial involvement in the school community. A Master’s Paper Submitted in Partial Fulfillment of The Requirements for the Degree of Master of Science in Education - Montessori University of Wisconsin – River Falls.
  • Sheldon, S. B. (2002). Parents' social networks and beliefs as predictors of parent involvement. The Elementary School Journal, 102(4), 301-316.
  • Smith, C. S. (2014). Parental engagement in a Reggio Emilia-inspired Head Start program. Early Childhood Research & Practice 16(1).
  • Souto-Manning, M. & Swick, K. J. (2006). Teachers’ beliefs about parent and family involvement: Rethinking our family involvement paradigm. Early Childhood Education Journal, 34(2), 187-193.
  • Şahin, T., F. & Turla, A. (2003). Examination of family participation studies in pre-school education institutions. Omep 2003 World Council Meeting and Conference Proceedings. Ankara: Ya-Pa Publications.
  • Şıvgın, N. (2005). Teachers' Opinions About the Education Program Implemented in Preschool Education Institutions, Unpublished Master Thesis, Pamukkale University Institute of Social Sciences, Denizli, Turkey.
  • Taylor, L. C., Clayton, J. D. & Rowley, S. J. (2004). Academic socialization: Understanding parental influences on children's school-related development in the early years. Review of General Psychology, 8(3), 163-178.
  • Tezel Şahin, F. & Ünver, N., (2005). Family participation in preschool education programs. Kastamonu Education Journal, 13(1), 23-30.
  • Thornton, L. & Brunton, P. (2015). Understanding the Reggio approach (3rd ed.). London:David Fulton Publishers.
  • Toran, M. & Temel, F.Z. (2012). Examination of Turkish Preschool Curriculum’s Effect on Children’s Concept Acquisition. Procedia - Social and Behavioral Sciences Journal , 47, 594–599.
  • Toran, M. & Temel, F. (2014). Examining the effects of the Montessori approach on children’s concept acquisition. Elementary education online, 13(1), 223-234, 2014.
  • Wentzel, K. R. (2015). Socialization in school settings. J.E.Grusec ve P. D. Hastings (Ed.), Handbook of socialization: Theory and research (p.251–275) Boston: Guilford Press.
  • Yıldız, C. & Durmuşoğlu, C., M. (2018). The family involvement in different early childhood curricula and approaches in the world. International Journal of Curriculum and Instructional Studies, 8(1), 2018, 23-38.
  • Yıldız, F. Ü. (2012). The Expectatıons Of Parents From Montessori Pre-School Educatıon. Journal of Teaching and Education, 1(6), 283-294.
  • Zembat, R. & Polat Unutkan, Ö. (1999). The Importance of Family Participation in Children's Social Development in Preschool. Marmara University Preschool Teacher's Handbook Ya-Pa Publishing.

Details

Primary Language English
Subjects Social
Journal Section Makaleler
Authors

Zeliha ÖZGEN (Primary Author)
0000-0001-5359-8323
Türkiye


Mesude ATAY This is me

Publication Date July 26, 2021
Application Date September 4, 2019
Acceptance Date August 29, 2021
Published in Issue Year 2021, Volume , Issue 20

Cite

Bibtex @research article { jef615562, journal = {Journal of Education and Future}, issn = {2146-8249}, address = {}, publisher = {Aydın Yayıncılık}, year = {2021}, number = {20}, pages = {25 - 36}, doi = {10.30786/jef.615562}, title = {Comparison of Teachers' Attitudes to Family Participation in Different Early Childhood Approaches}, key = {cite}, author = {Özgen, Zeliha and Atay, Mesude} }
APA Özgen, Z. & Atay, M. (2021). Comparison of Teachers' Attitudes to Family Participation in Different Early Childhood Approaches . Journal of Education and Future , (20) , 25-36 . DOI: 10.30786/jef.615562
MLA Özgen, Z. , Atay, M. "Comparison of Teachers' Attitudes to Family Participation in Different Early Childhood Approaches" . Journal of Education and Future (2021 ): 25-36 <https://dergipark.org.tr/en/pub/jef/issue/65267/615562>
Chicago Özgen, Z. , Atay, M. "Comparison of Teachers' Attitudes to Family Participation in Different Early Childhood Approaches". Journal of Education and Future (2021 ): 25-36
RIS TY - JOUR T1 - Comparison of Teachers' Attitudes to Family Participation in Different Early Childhood Approaches AU - Zeliha Özgen , Mesude Atay Y1 - 2021 PY - 2021 N1 - doi: 10.30786/jef.615562 DO - 10.30786/jef.615562 T2 - Journal of Education and Future JF - Journal JO - JOR SP - 25 EP - 36 VL - IS - 20 SN - 2146-8249- M3 - doi: 10.30786/jef.615562 UR - https://doi.org/10.30786/jef.615562 Y2 - 2021 ER -
EndNote %0 Journal of Education and Future Comparison of Teachers' Attitudes to Family Participation in Different Early Childhood Approaches %A Zeliha Özgen , Mesude Atay %T Comparison of Teachers' Attitudes to Family Participation in Different Early Childhood Approaches %D 2021 %J Journal of Education and Future %P 2146-8249- %V %N 20 %R doi: 10.30786/jef.615562 %U 10.30786/jef.615562
ISNAD Özgen, Zeliha , Atay, Mesude . "Comparison of Teachers' Attitudes to Family Participation in Different Early Childhood Approaches". Journal of Education and Future / 20 (July 2021): 25-36 . https://doi.org/10.30786/jef.615562
AMA Özgen Z. , Atay M. Comparison of Teachers' Attitudes to Family Participation in Different Early Childhood Approaches. JEF. 2021; (20): 25-36.
Vancouver Özgen Z. , Atay M. Comparison of Teachers' Attitudes to Family Participation in Different Early Childhood Approaches. Journal of Education and Future. 2021; (20): 25-36.
IEEE Z. Özgen and M. Atay , "Comparison of Teachers' Attitudes to Family Participation in Different Early Childhood Approaches", Journal of Education and Future, no. 20, pp. 25-36, Jul. 2021, doi:10.30786/jef.615562
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