Understanding Parental Engagement in Early Childhood Education in Ethiopia: Perceptions, Practices, and Challenges

Autor/inn/en	Dighe, Satlaj; Seiden, Jonathan
Titel	Understanding Parental Engagement in Early Childhood Education in Ethiopia: Perceptions, Practices, and Challenges
Quelle	In: International Journal of Early Childhood, 52 (2020) 1, S.37-54 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-020-00262-8
Schlagwörter	Parent Participation; Early Childhood Education; Parent Attitudes; Play; Parent Child Relationship; Barriers; Foreign Countries; School Community Relationship; Family School Relationship; Time Management; Learning Processes; Child Development; Singing; Story Telling; Games; Attendance; Traffic Safety; Proximity; Preschools; Hygiene; Ethiopia + Suchen Sie Ihr Suchwort? Elternmitwirkung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elternverhalten; Spiel; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Ausland; Zeitmanagement; Learning process; Lernprozess; Kindesentwicklung; Gesang; Game; Spiele; Anwesenheit; Lebensnähe; Äthiopien
Abstract	Ethiopia has made significant investments in early education programs since 2010. A national goal set by the government of Ethiopia aimed to enroll 80% children below the age of 6 years in kindergarten-level "O-classes." However, effective partnerships with communities and families are required to achieve this goal. This study explores parental engagement in early education initiatives and how parents engage in early learning activities at home. The study involved in-depth interviews of parents (n = 20) from the Tigray region of Ethiopia. The interviews were conducted in Tigrinya and later translated into English. Interviews were textually analyzed to identify themes and patterns in the data. While parents acknowledged early learning as important, their own playful engagement with children was low. Parents reported limited engagement was largely a result of time and money constraints as well as perceptions of learning as a strictly academic process. Additionally, parents reported limited knowledge of child-appropriate stories, songs, and games to use with their young children. Major barriers for attendance at the center-based early education programs identified by parents included issues of road safety, distance to the preschool center, and the hygiene conditions at the preschool centers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01