PARENT-TEACHER COLLABORATION IN EARLY CHILDHOOD EDUCATION
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Year of Publication
upload
Publication Type
Abstract
The purpose of this study is to explore the critical role of parent-teacher collaborationin early childhood education, focusing on its significant impact on children’s academic achievements and social-emotional development. By reviewing extensive literature
and conducting original research, this study aims to understand the dynamics, communication patterns, and challenges influencing effective collaboration between parents and teachers. In early childhood, parents play a profound role in shaping a child’s learning experiences. Recognizing this, the study examines how collaborative efforts between parents and teachers can create optimal learning environments. Modern educational landscapes demand a dynamic and continuous partnership beyond periodic meetings and report cards. This study identifies the benefits of such collaborations and the barriers that might hinder them. Using a survey design, data was gathered from 100 participants in private pre-primary schools in Oredo Local Government Area, Benin City, Edo State. The survey instrument, a questionnaire titled “Parent-Teacher Collaboration in Early ChildhoodEducation,” captured detailed insights into the participants’ perceptions and experiences. Findings highlight that strong parent-teacher partnerships are linked to improved academic outcomes and enhanced social skills for children. Effective collaboration allows parents and teachers to create a supportive learning environment tailored to the needs of each child. Regular discussions about a child’s progress enable early identification and resolution of issues, contributing to a child’s overall well- being. However, significant barriers to effective collaboration include communication gaps often exacerbated by cultural differences and misconceptions. The study underscores the importance of clear, frequent, and effective communication to bridge these gaps. Digital communication platforms, such as online portals and instant messaging, can enhance parent-teacher interactions, making it easier for parents to monitor their child’s progress and participate in school activities. The study also examines the impact of diverse family structures and socioeconomic factors on parent-teacher collaboration. Schools need to be sensitive to the diverse needs of different family structures and provide support to ensure consistent collaboration across various socioeconomic backgrounds. Cultural competence training for teachers is recommended. Finally, aligning collaborative efforts with educational goals is critical. Inclusive practices, such as involving parents in classroom activities and aligning home-based activities with the school curriculum, are essential. Mutual trust and open communication between parents and teachers further enhance these collaborations.
and conducting original research, this study aims to understand the dynamics, communication patterns, and challenges influencing effective collaboration between parents and teachers. In early childhood, parents play a profound role in shaping a child’s learning experiences. Recognizing this, the study examines how collaborative efforts between parents and teachers can create optimal learning environments. Modern educational landscapes demand a dynamic and continuous partnership beyond periodic meetings and report cards. This study identifies the benefits of such collaborations and the barriers that might hinder them. Using a survey design, data was gathered from 100 participants in private pre-primary schools in Oredo Local Government Area, Benin City, Edo State. The survey instrument, a questionnaire titled “Parent-Teacher Collaboration in Early ChildhoodEducation,” captured detailed insights into the participants’ perceptions and experiences. Findings highlight that strong parent-teacher partnerships are linked to improved academic outcomes and enhanced social skills for children. Effective collaboration allows parents and teachers to create a supportive learning environment tailored to the needs of each child. Regular discussions about a child’s progress enable early identification and resolution of issues, contributing to a child’s overall well- being. However, significant barriers to effective collaboration include communication gaps often exacerbated by cultural differences and misconceptions. The study underscores the importance of clear, frequent, and effective communication to bridge these gaps. Digital communication platforms, such as online portals and instant messaging, can enhance parent-teacher interactions, making it easier for parents to monitor their child’s progress and participate in school activities. The study also examines the impact of diverse family structures and socioeconomic factors on parent-teacher collaboration. Schools need to be sensitive to the diverse needs of different family structures and provide support to ensure consistent collaboration across various socioeconomic backgrounds. Cultural competence training for teachers is recommended. Finally, aligning collaborative efforts with educational goals is critical. Inclusive practices, such as involving parents in classroom activities and aligning home-based activities with the school curriculum, are essential. Mutual trust and open communication between parents and teachers further enhance these collaborations.
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