KaydedilenlerDerginizi ekleyin

Dergiler / Eğitimde Nitel Araştırmalar Dergisi / 2021 / Cilt: 2021 - Sayı: 27

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

Ayça ÜLKER
Arif YILMAZ
Selda ARAS
Figen ŞAHİN
Sayfa
298–318
Yayın Tarihi
2022-10-11
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

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.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:This study aims to examine the role of pedagogical documentation as a part of the school-parent collaboration from the perspectives of parents.
📊
Temel Bulgular & Veri:In this study, which was conducted with the phenomenological design, data were collected using semi-structured interviews from 27 parents.
💡
Sonuç & Katkı: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.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Pedagogical documentation · school-parent collaboration · parent involvement

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.

🔖

Bu Makaleye Atıf Yap

ÜLKER, A., YILMAZ, A., ARAS, S., ŞAHİN, F. (2022). A Common Language among Child, School and Parents: The Use of Pedagogical Documentation in the Parent Involvement Process. Eğitimde Nitel Araştırmalar Dergisi, Cilt: 2021 - Sayı: 27, 298–318. https://ajindex.com/articles/496931

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (10)

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. Birbili, M., & Tzioga, K. (2014). Involving parents in children’s assessment: Lessons from the Greek context. Early Years, 34(2), 161-174.
  6. Brown-DuPaul, J., Keyes, T., & Segatti, L. (2001). Using documentation panels to communicate with families. Childhood Education, 77(4), 209-213.
  7. Buldu, M. (2010). Making learning visible in kindergarten classrooms: Pedagogical documentation as a formative assessment technique. Teaching and Teacher Education, 26(7), 1439-1449.
  8. 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.
  9. 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.
  10. 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 An