Parental Involvement In Early Childhood Education And Childrens Readiness For School
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| Author | : Yi-Hung Lau |
| Publisher | : |
| Total Pages | : |
| Release | : 2017-01-26 |
| Genre | : |
| ISBN | : 9781361272138 |
This dissertation, "Parental Involvement in Early Childhood Education and Children's Readiness for School: a Longitudinal Study of Chinese Parents in Hong Kong and Shenzhen" by Yi-hung, Lau, 劉怡虹, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Much of the research on parental involvement in education has focused on its positive influence on school-aged students in the western culture. This thesis examined Chinese parental involvement in the early years by conducting three empirical studies in Hong Kong and Shenzhen. Study 1 was designed to be qualitative in nature to examine kindergarten teachers' and parents' perceptions and practices of parental involvement by conducting focus group interviews with 35 teachers and 41 parents. Responses revealed that teachers and parents defined parental involvement differently, in which teachers defined it as parents assisting the teachers or the school, while parents defined it as the support they provide for their child's learning and development. Respondents also had varying opinions about the current parental involvement practices and discussed different family, school and child factors that influence parental involvement. Study 2 investigated the association between parental involvement and children's readiness for school using a sample of 431 children. Parents' involvement was examined using parents' self-report, whereas readiness for school was assessed using two child tests and parents' report. Results indicated that parents practiced more home-based involvement than school-based involvement. All parental involvement dimensions significantly predicted overall readiness for school; however, only the dimensions of Language and Cognitive Activities and Home-School Conferencing were found the significantly predictors of children's Chinese literacy and cognitive development. Study 3 was a follow-up investigation of the changes in parents' perceptions and practices of parental involvement during the transition from kindergarten to primary school. Individual interviews were conducted with 18 parents three months after their child's school entrance. Compared to their involvement during the kindergarten years, most parents indicated a shift to become more academic oriented in their involvement and expressed their dissatisfaction in the distant parent-teacher relationship in the primary school. Implications, limitations and future research directions on this topic are discussed. DOI: 10.5353/th_b4723038 Subjects: Early childhood education - Parent participation - China - Shenzhen Shi - Longitudinal studies Early childhood education - Parent participation - China - Hong Kong - Longitudinal studies Readiness for school - China - Hong Kong - Longitudinal studies Readiness for school - China - Shenzhen Shi - Longitudinal studies
| Author | : John A. Sutterby |
| Publisher | : Emerald Group Publishing |
| Total Pages | : 204 |
| Release | : 2016-11-21 |
| Genre | : Education |
| ISBN | : 1786354071 |
This volume encourages reflection on previous volumes. Family involvement has been an issue in early education going back to Pestalozzi almost two centuries ago. This book looks at what advances in the area of family involvement in early education have been made since the publication of the previous volume.
| Author | : United States. National Education Goals Panel. Goal 1 Technical Planning Group |
| Publisher | : |
| Total Pages | : 64 |
| Release | : 1995 |
| Genre | : Education |
| ISBN | : |
In 1990, the National Education Goals were established by the President and the 50 state governors. Great attention has been given to Goal 1, dubbed the "readiness" goal: By the year 2000, all children in America will start school ready to learn. The Goal 1 Resource Technical Planning Groups were asked to suggest ways in which Goal 1 could be measured. The purpose of this document is to further amplify the dimensions of early learning and development used by the National Educational Goals Panel to measure progress toward Goal 1. The following five dimensions are discussed: (1) "Physical Well-Being and Motor Development"; (2) "Social and Emotional Development," serving as the foundation for relationships which give meaning to school experience; (3) "Approaches toward Learning," referring to the inclinations, dispositions, or styles that reflect ways children become involved with learning; (4) "Language Development"; and (5) "Cognition and General Knowledge." For each of the dimensions, a rationale; general definition; the relationship to individual, cultural, and contextual variation; and a summary are given. The report concludes with a discussion of underlying issues, implications, and action steps. (Contains 83 references.) (BGC)
| Author | : Yi-hung Lau |
| Publisher | : |
| Total Pages | : 281 |
| Release | : 2011 |
| Genre | : Early childhood education |
| ISBN | : |
| Author | : California. School Readiness Task Force |
| Publisher | : |
| Total Pages | : 40 |
| Release | : 1988 |
| Genre | : Education, Primary |
| ISBN | : |
Discussed are recommendations of California's 1987 School Readiness Task Force for the education of children 4 through 6 years of age. Recommendations call for: (1) provision of an appropriate, integrated, experiential curriculum; (2) reduction of class size; (3) provision of programs that meet the special needs of culturally and linguistically diverse students and of exceptional children; (4) implementation of classroom organization and teaching methods that reflect the heterogeneous skills and abilities of early primary children; (5) provision of appropriate education, training, and remuneration to staff; (6) inclusion of an option for full-day programs; (7) provision of before- and after-school child care or links with child development programs; (8) drastic alteration of child assessment methods; (9) provision of funding and support; (10) the building or remodeling of facilities for the purpose of meeting the needs of early primary programs; (11) encouragement of parental involvement; and (12) implementation of a public awareness campaign that describes appropriate educational practices for children. Estimates of the fiscal impact of the recommendations are included at the end of the report. (RH)
| Author | : Karen L. Bierman |
| Publisher | : Springer Nature |
| Total Pages | : 155 |
| Release | : 2021-11-25 |
| Genre | : Psychology |
| ISBN | : 3030746178 |
This book presents research-based family-school intervention programs that target the specific developmental period of preschool through the early elementary years, focusing on promoting positive child transitions into school. It explores critical intervention issues, including the need to understand mechanisms of efficacy, issues with real-world implementation, and methods for scaling family-school interventions. The volume references developmental research to highlight the importance of family-school partnerships at this critical transition period. Several chapters briefly describe research on proven intervention models that are effective in promoting family-school partnerships as children enter kindergarten and foster positive school outcomes. Each chapter concludes with a review of the most critical next steps in family-school intervention research within the context of the early school years. At the end of the book, several commentary chapters address overall implications for future research and methods for advancing the field, including perspectives on research-informed family-school practices and policies. Not only does the volume highlight interventions that work effectively to engage families with schools, it focuses on identifying critical components and processes that may underlie effective intervention outcomes and offers agendas for future research and intervention diffusion efforts. Key topics of coverage include: Presenting the logic model of the intervention program. Exploring questions concerning critical elements of family-school partnerships that may account for children’s positive outcomes. Discussing the challenges and strategies for scalability and broad diffusion. Family-School Partnerships During the Early School Years is a valuable resource for researchers, professionals and graduate students in child and school psychology, educational policy and politics, family studies, developmental psychology, sociology of education, sociology, and anthropology.
| Author | : Doug Stowe |
| Publisher | : Linden Publishing |
| Total Pages | : 180 |
| Release | : 2022-02-22 |
| Genre | : Crafts & Hobbies |
| ISBN | : 9781610355018 |
A guide to living fully and humanely by learning the wisdom of authentic manual work. Most of us modern people live in a world of constant abstraction, immersed in our heads and our screens. But there is a deeper wisdom in working with your hands in the real world. In The Wisdom of Our Hands, craftsman and educator Doug Stowe shows how working with handcrafts, either professionally or as a hobby, is essential for a full education and a full life. Based on his 45 years as a woodworker and 20 years as a teacher of handcrafts, Stowe argues that human beings have a natural need to express themselves creatively through tangible work. The use of one's hands and whole body to make physical things promotes both physical and mental health and fosters a sense of mastery in both young and adult students. A life of craftsmanship is also an opportunity and obligation to define one's own values. Drawing on his experiences living and working in Eureka Springs, Arkansas, a town dedicated to handcrafts and arts, Stowe demonstrates how craft work creates community, forges deeper social bounds, and fosters a saner attitude about the value of relative value of human labor and material goods. A quietly radical and spiritual blueprint for a deeper and more connected way of life, The Wisdom of Our Hands is a transformational book.
| Author | : Venita Kaul |
| Publisher | : Springer |
| Total Pages | : 262 |
| Release | : 2019-06-03 |
| Genre | : Education |
| ISBN | : 9811370060 |
This volume makes a comprehensive assessment of the status and quality of early educational experiences at preschool and early primary grades in India. It raises a serious concern that despite high enrolment in preschools, children’s school readiness levels remain low at ages five and six, and raises a vital question---are Indian children getting a sound foundation for school and for later life? It addresses three important issues from the Indian perspective: children's school readiness at age five; families' readiness for school; and, most importantly, the readiness of schools for children. India is one of many countries across the global South facing an early learning crisis. High quality early childhood education may be key to improving these outcomes for children, yet little is known about early childhood education programs in India and their impact on children’s school readiness. This volume is based on a longitudinal, mixed methods research study which is perhaps the first of its kind in India. The study covers public provisions along with steadily expanding private pre-schools and schools in rural India and provides interesting narratives and insights into the multiple pathways children are adopting in these critical early years, particularly in the context of the expanding role of the private sector. Written in a lucid and narrative style, this volume is of interest to a diverse readership of researchers, educationists and early childhood education policy makers and practitioners in terms of both its design and findings.
| Author | : Alice S. Honig |
| Publisher | : Washington : National Association for the Education of Young Children |
| Total Pages | : 120 |
| Release | : 1975 |
| Genre | : Family & Relationships |
| ISBN | : |
| Author | : Joyce L Epstein |
| Publisher | : Routledge |
| Total Pages | : 656 |
| Release | : 2018-04-17 |
| Genre | : Education |
| ISBN | : 042996322X |
School, Family, and Community Partnerships: Preparing Educators and Improving Schools addresses a fundamental question in education today: How will colleges and universities prepare future teachers, administrators, counselors, and other education professionals to conduct effective programs of family and community involvement that contribute to students' success in school? The work of Joyce L. Epstein has advanced theories, research, policies, and practices of family and community involvement in elementary, middle, and high schools, districts, and states nationwide. In this second edition, she shows that there are new and better ways to organize programs of family and community involvement as essential components of district leadership and school improvement. THE SECOND EDITION OFFERS EDUCATORS AND RESEARCHERS: A framework for helping rising educators to develop comprehensive, goal-linked programs of school, family, andcommunity partnerships. A clear discussion of the theory of overlapping spheres of influence, which asserts that schools, families, and communitiesshare responsibility for student success in school. A historic overview and exploration of research on the nature and effects of parent involvement. Methods for applying the theory, framework, and research on partnerships in college course assignments, classdiscussions, projects and activities, and fi eld experiences. Examples that show how research-based approaches improve policies on partnerships, district leadership, andschool programs of family and community involvement. Definitive and engaging, School, Family, and Community Partnerships can be used as a main or supplementary text in courses on foundations of education methods of teaching, educational administration, family and community relations, contemporary issues in education, sociology of education, sociology of the family, school psychology, social work, education policy, and other courses that prepare professionals to work in schools and with families and students.
