Parental Involvement in Finnish Day Care--What Do Early Childhood Educators Say?

Autor/inn/en	Hakyemez-Paul, Sevcan; Pihlaja, Paivi; Silvennoinen, Heikki
Titel	Parental Involvement in Finnish Day Care--What Do Early Childhood Educators Say?
Quelle	In: European Early Childhood Education Research Journal, 26 (2018) 2, S.258-273 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2018.1442042
Schlagwörter	Foreign Countries; Parent Participation; Child Care; Early Childhood Education; Academic Achievement; Child Development; Mixed Methods Research; Questionnaires; Positive Attitudes; Teacher Surveys; Likert Scales; Educational Practices; Parent Attitudes; Finland (Helsinki) + Suchen Sie Ihr Suchwort? Ausland; Elternmitwirkung; Kinderfürsorge; Kinderbetreuung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Schulleistung; Kindesentwicklung; Fragebogen; Likert-Skala; Bildungspraxis; Elternverhalten
Abstract	Research conducted in recent decades shows that parental involvement (PI) plays a significant role in the academic achievement and the healthy development of children. Gaining a better understanding of early childhood educators' views and the reasons for insufficient practices is important for improving PI. This mixed-method research investigates the views on PI held by early childhood educators in Finland. A representative sample of 287 educators from Helsinki completed a questionnaire which provided quantitative data and qualitative material. The results show that Finnish early childhood educators have positive attitudes towards PI and its various types in general. Learning at home is the most popular type of PI. The participants state that difficulties in PI are often caused by poor parental motivation and a lack of time on the part of both educators and parents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01