Parental Engagement Strategies in Greek and Nigerian Preschool Settings: Cross-Country Comparison

Autor/inn/en	Rentzou, Konstantina; Ekine, Adefunke
Titel	Parental Engagement Strategies in Greek and Nigerian Preschool Settings: Cross-Country Comparison
Quelle	In: International Journal of Early Years Education, 25 (2017) 1, S.30-50 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2016.1275529
Schlagwörter	Foreign Countries; Parent Participation; Parent School Relationship; Preschool Education; Cross Cultural Studies; Cultural Differences; Early Childhood Education; Preschool Teachers; Teacher Surveys; Questionnaires; Correlation; Statistical Analysis; Qualitative Research; Greece; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Pre-school education; Vorschulerziehung; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Fragebogen; Korrelation; Statistische Analyse; Qualitative Forschung; Griechenland
Abstract	Acknowledging the fact that parental engagement is more beneficial during early childhood compared to other developmental stages many countries have institutionalised parental engagement. In Nigeria, the government has taken initiatives in order to involve parents in their child's development by encouraging the establishment of School Management Boards in the public schools and Parents Teachers Association in the private schools. On the contrary, in Greece home and preschool settings have separate roles and parent/teacher relationships have a long way to go towards becoming partnerships. In order to examine how Greek and Nigerian parents engage in their preschool children's education, 30 Greek and 30 Nigerian early childhood educators filled in the School, Family, and Community Partnerships Survey. Results suggest that parental engagement activities in both countries are not yet part of the schools' programme and they need improvement. Results have implications for the status of ECEC in both countries and the state's intensions to open pathways for collaboration in order to foster an inspiring vision for childhood. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01