Development of Strategies to Support Parental Engagement In the Early Childhood Education Unit Partnership

Suardi Suardi(1*), Sulaiman Samad(2),

(1) Scopus ID: 57208211262, Universitas Negeri Makassar, Indonesia
(2) Universitas Negeri Makassar
(*) Corresponding Author




DOI: https://doi.org/10.26858/est.v7i3.20263

Abstract


Providing education for early childhood is not enough only by maximizing the quality of activities in the classroom. Indeed, the parents' involvement should also be maximized. The study aimed to produce a valid and practical strategy prototype for the early childhood education unit to maximize the involvement of parents in a partnership program. This research and development using the Content Development Process-CDP model involved 202 subjects selected through purposive sampling technique. Research data were collected using a questionnaire, and the results were analyzed descriptively. Data analysis included calculating the percentage and average score and grouping data. The findings show that: (1) the development of the strategy to support the involvement of parents in early childhood education unit partnership is necessary because there is still a gap that needs to be solved in the partnership; (2) strategies to support the involvement of parents are divided into two clusters: the strategy to create family - friendly early childhood education; and preparing educators to work with families/parents. Each strategy cluster has core strategies with several action programs. The first strategy cluster consists of four core strategies with 13 action programs, while the second cluster strategy has two core strategies with seven action programs. Third, the results of the test performed by experts on the strategy prototype show that the product was in the valid / very feasible category. Also, the results of the test by target users show that the product was in the very practical category.


Keywords


Partnership; Parents; Early Childhood Education Unit, Early Childhood Education.

Full Text:

PDF

References


Adams, Kimberly S., and Sandra L. Christenson. 2000. “Trust and the Family–School Relationship Examination of Parent–Teacher Differences in Elementary and Secondary Grades.” Journal of School Psychology 38(5):477–97. doi: 10.1016/S0022-4405(00)00048-0.

Arnold, David H., Alexandra Zeljo, Greta L. Doctoroff, and Camilo Ortiz. 2008. “Parent Involvement in Preschool: Predictors and the Relation of Involvement to Preliteracy Development.” School Psychology Review 37(1):74–90.

Bago, Jean-Louis, Moussa Ouédraogo, Koffi Akakpo, Miaba Louise Lompo, Wamadini dite Minata Souratié, and Ernest Ouédraogo. 2020. “Early Childhood Education and Child Development: New Evidence from Ghana.” Children and Youth Services Review 108:104620. doi: 10.1016/j.childyouth.2019.104620.

Ballen, J., and O. Moles. 1994. Strong Families, Strong Schools. Washington, DC: U.S. Department of Education.

Barreto, Florencia Belén, Manuel Sánchez de Miguel, Jesús Ibarluzea, Ainara Andiarena, and Enrique Arranz. 2017. “Family Context and Cognitive Development in Early Childhood: A Longitudinal Study.” Intelligence 65:11–22. doi: 10.1016/j.intell.2017.09.006.

Black, Maureen M., Susan P. Walker, Lia C. H. Fernald, Christopher T. Andersen, Ann M. DiGirolamo, Chunling Lu, Dana C. McCoy, Günther Fink, Yusra R. Shawar, Jeremy Shiffman, Amanda E. Devercelli, Quentin T. Wodon, Emily Vargas-Barón, and Sally Grantham-McGregor. 2017. “Early Childhood Development Coming of Age: Science through the Life Course.” The Lancet; London 389(10064):77–90. doi: http://dx.doi.org/10.1016/S0140-6736(16)31389-7.

Cox-Petersen, A. 2011. Educational Partnership, Connecting Schools, Families and the Community. California: Sage Publication, Inc.

Decker, Larry E., and Virginia A. Decker. 2000. Enganging Families and Communities. Virginia: National Community Education Association in Cooperation with Florida Atlantic University.

Dodd, A. W., and J. L. Konzal. 2002. How Communities Build Stronger Schools: Stories, Strategies, and Promising Practices for Educating Every Child. New York: Palgrave Macmillan.

Grant, K. B., and J. A. Ray. 2010. Home, School, and Community Collaboration. California: Sage Publication, Inc.

Gustafson, K. L. 2002. Survey of Instruksional Development Models. Fourth Edition. New York: Eric Clearinghouse on Information Resources Syracuse University.

Halgunseth, Linda C., Amy Peterson, Deborah R. Stark, and Shannon Moodie. 2009. “Family Engagement, Diverse Families, and Early Childhood Education Programs: An Integrated Review of the Literature.” Https://Nieer.Org/Wp-Content/Uploads/2011/09/EDF_Literature20Review.Pdf 1–22.

Hiatt-Michael, D. B. 2001. Promising Practices for Family Involvement in Schools. Greenwich, CT: Information Age Publishing.

Lau, Eva Yi Hung, and Mei Lee Ng. 2019. “Are They Ready for Home-School Partnership? Perspectives of Kindergarten Principals, Teachers and Parents.” Children and Youth Services Review 99:10–17. doi: 10.1016/j.childyouth.2019.01.019.

Lueder, D. C. 1998. Creating Partnerships With Parents: An Educator’s Guide. Lancaster, PA: Technomic Publishing Co.

Nievar, M. Angela, Arminta Jacobson, Qi Chen, Ursula Johnson, and Shannon Dier. 2011. “Impact of HIPPY on Home Learning Environments of Latino Families.” Early Childhood Research Quarterly 26(3):268–77. doi: 10.1016/j.ecresq.2011.01.002.

Özler, Berk, Lia C. H. Fernald, Patricia Kariger, Christin McConnell, Michelle Neuman, and Eduardo Fraga. 2018. “Combining Pre-School Teacher Training with Parenting Education: A Cluster-Randomized Controlled Trial.” Journal of Development Economics 133:448–67. doi: 10.1016/j.jdeveco.2018.04.004.

Park, Sira, Susan I. Stone, and Susan D. Holloway. 2017. “School-Based Parental Involvement as a Predictor of Achievement and School Learning Environment: An Elementary School-Level Analysis.” Children and Youth Services Review 82:195–206. doi: 10.1016/j.childyouth.2017.09.012.

Pereira, Keila Ruttnig Guidony, Raquel Saccani, Nadia Cristina Valentini, Keila Ruttnig Guidony Pereira, Raquel Saccani, and Nadia Cristina Valentini. 2016. “Cognition and Environment Are Predictors of Infants’ Motor Development over Time.” Fisioterapia e Pesquisa 23(1):59–67. doi: 10.1590/1809-2950/14685223012016.

Rockwell, R. E., L. C. Andrew, and M. K. Hawley. 1996. Parents and Teachers as Partners: Issues and Challenges. Orlando: Harcourt Brace & Company.

Scottish Executive Education Department Schools Division. 2006. Parents as Partners in Their Children’s Learning: Toolkit. Scottish: Scottish Executive.

Suardi, Bundu Patta, Anshari, and Samad Sulaiman. 2019. “The Development of a Home Cognitive Stimulation Package for 2–3-Year-Old Children.” The New Educational Review 55(1):208–19. doi: 10.15804/tner.2019.55.1.17.

Yoshikawa, Hirokazu, Christina Weiland, Jeanne Brooks-Gunn, Margaret R. Burchinal, Linda M. Espinosa, William T. Gormley, Jens Ludwig, Katherine A. Magnuson, Deborah Phillips, and Martha J. Zaslow. 2013. “Investing in Our Future: The Evidence Base on Preschool Education.” Society for Research in Child Development and Foundation for Child Development.

Yuniarti, Sri Lestari, Yuwono Tri Prabowo, Mohamad Roland Zakaria, Nugroho Eko Prasetyo, Nurmiyati, and Mareta Wahyuni. 2016. Petunjuk Teknis Kemitraan Satuan Pendidikan Anak Usia Dini (PAUD) Dengan Keluarga Dan Masyarakat. Jakarta: Kementerian Pendidikan dan Kebudayaan.


Article Metrics

Abstract view : 163 times | PDF view : 5 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Dr. Suardi, M. Pd.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Editorial Office

Journal of Educational Science and Technology
Graduate Program Universitas Negeri Makassar

   

address icon red

 Jalan Bonto Langkasa Gunungsari Baru Makassar, 90222 Kampus PPs UNM Makassar Gedung AD Ruang 406 Lt 4, Indonesia  
  jurnalestunm@gmail.com | est.journal@unm.ac.id 
  https://ojs.unm.ac.id/JEST/index 
   085299898201 (WA) 
 

EST Index by: