Parental Involvement in ECE in Samoa: What Is the Impact on Educational Achievement?

Autor/inn/en	Tuia, Tagataese Tupu; Faamatuainu, Kuinileti; Esera, Epenesa
Titel	Parental Involvement in ECE in Samoa: What Is the Impact on Educational Achievement?
Quelle	In: International Education Journal: Comparative Perspectives, 21 (2022) 1, S.101-116 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1475
Schlagwörter	Parent Participation; Early Childhood Education; Foreign Countries; Academic Achievement; Preschool Education; Parent Role; Parent School Relationship; Samoa + Suchen Sie Ihr Suchwort? Elternmitwirkung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Schulleistung; Pre-school education; Vorschulerziehung; Parental role; Elternrolle; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung
Abstract	The establishment of Early Childhood Education (ECE) in Samoa has been a significant educational development in the first stage of children's school life. The research investigated parents' involvement in ECE developments in Samoa. Parental commitment to their children's education is strongly supported. This is evident in parents willingness to ensure children make a smooth transition between home and school. ECE in Samoa is operated by a non-government agency with assistance from the Ministry of Education, Sports and Culture (MESC). Support includes resources and training workshop, however, teachers' salary and facilities are the responsibility of ECE centres. The operational budget for ECE centres is minimal. In this research a mixed methodology using quantitative and qualitative approaches was employed whereby quantitative data was collected, and qualitative data provided further explanation. Findings from quantitative data showed parents contribution to preschool education whereas qualitative data indicated parents and ECE principals views on parental involvement. The majority of teachers believed parents' support should be outside the classroom. There are some tensions that have become evident and this paper concludes that there needs to be discussions between parents, ECE principals, and teachers to establish mutual understanding acceptable to all in supporting children's early years of education. (As Provided).
Anmerkungen	Oceania Comparative and International Education Society. Wellington, New Zealand. Web site: https://openjournals.library.sydney.edu.au/index.php/IEJ/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01