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The role of parental involvement in the sense of home-based or school-based programs for supporting children’s early literacy development and education in the Greek state school context has not been well established. The ‘PIECE’ (Parental Involvement for the Engagement, Cooperation and Empowerment) program is a novel inclusion program implemented f...
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... it seems that the parental involvement program launched could provoke significant changes in the literacy practices adopted by the parents regarding their children"s early language learning. The results also showed that parents' responses in question 1 (see Table 1) and question 3 (see Table 3) between Phase I and Phase II remained strongly positive or positive, as there were no significant differences produced between the means. In other words, their expectations for the parental involvement program in relation to children"s successful language learning in the future and the development of literacy in a multimodal environment were met after the implementation of the program. ...Similar publications
Background: Patient and family-centered care is one approach that is applied in pediatric care in various hospital settings to improve the quality of care. However, information related to the results of the entire study and its intervention model has not been identified effectively in child health care.Purpose: This study aimed to describe and asse...
Citations
... The purpose of empowerment is to reach a situation where the parent can cope independently with the tasks, difficulties, and pressures and to arouse the parent's awareness of not being merely a passive recipient of decisions reached by others (headmasters, teachers) rather a person who takes an active role with a sense of self-control (Conor & Cavendish, 2018). The special importance of parent empowerment is associated with its ability to improve the scholastic achievements of the students, in addition to their emotional well-being (Korosidou et al., 2021;Beard & Thomson, 2021). Decker et al. (2022) reviewed 73 articles dealing with professional ethics in the preparation of special education teachers and identified a lack of empirical studies examining the subject. ...
Homeroom teachers in special education make outstanding efforts and are extremely devoted to their work. However, they must contend with frustrated parents who are disappointed with the inability of these teachers to meet their needs and expectations. Accordingly, it is of great interest to examine parents' perceptions of the role of the homeroom teacher in special education. The current study examines these perceptions regarding four dimensions of the homeroom teacher’s functioning versus the parents: Professionality, trustworthiness, availability, and empowerment. Parents' perceptions were examined in comparison with those of teachers at special education schools. The sample included 100 parents and 101 teachers in special education schools. The data were collected by a questionnaire constructed by the researchers in a previous study. The questionnaire includes four parts, examining the dimensions mentioned above. The teachers' questionnaire was identical, but they were instructed to refer to the relationship between the homeroom teacher and the parents. The findings show that the parents gave significantly lower evaluations than the teachers on all four dimensions: the homeroom teacher was perceived by the parents as less professional, less trustworthy, less available, and less empowering than evaluated by the teachers. The findings have practical implications for the training of special education teachers and for the professional development of teachers and also for coordinating expectations and defining boundaries that might help both homeroom teachers and parents form a constructive relationship.
... The madrasah head plans to provide a companion teacher to help the learning process in the classroom and provide additional hours after school. By way of the presence of a companion teacher, it can help the learning process in the classroom, so that student learning outcomes can be seen well even the companion of students such as parents/guardians (Korosidou et al., 2020;Sproston et al., 2017). This method provides a positive learning experience and increases confidence and motivation to achieve. ...
Children with special needs require more optimal handling from teachers, but the reality in the field is that learning services for children with special needs are still not optimal. The purpose of this study was to analyze how learning services for children with disabilities through the role of teachers. The subjects in this study were teachers in inclusive school. This research is descriptive qualitative research with interview and documentation as data collection. Data analysis is carried out in 3 (three) stages there are data reduction, data coding, and data tabulation. The results showed those services for children with special needs carried out at the primary school for inclusive education organizers, the school provides services in the form of identification and assessment. Life skills development activities at the primary school organizing inclusive education are still limited to extracurricular activities, there are no special life skills development activities for children with special needs, extracurricular activities at the primary school organizing inclusive education already have several activities to develop the abilities and talents of students. Extracurricular activities are already running and are carried outside of school hours.
... As a matter of fact, literacy activities become one of the major concerns in education in Indonesia schools nowadays. Parental involvement and school also have major factor to build effective literacy environment (Dong et al., 2020;Kartikasari & Nuryasana, 2022;Korosidou et al., 2020). ...
School Literacy Movement is a program which has been voiced by the Indonesian Minister of Education and Culture since 2015. This program aimed to promote and support reading culture in school due to consistent unsatisfactory result of Program of International Student Assessment indicate the need for special effort to improve the young generation’s literacy skills. This study aimed at analyzing such efforts in the school level. The study employed a qualitative research design which explored the types of literacy activities implemented in the school to support literacy movement program. Classroom observation and interview were conducted to collect the data from Bali Kiddy School. There were 2 teachers who gave their consent to be involved in this study. The data were analyzed descriptively. These phases include categorizing the data, presenting the findings, and evaluating and validating the data. The finding reveals that the schools have some strategies to engage students to read non-subject books, write reading response journal, do spelling and writing activities. To encourage children's literacy development, building a literacy environment where they are highly exposed to the language is essential.
... The most frequent approach to supporting their children in language education is to send the children to language schools or pay private teachers and lecturers. However, as most of the research studies show, both the socio-economic status of parents and their level of education have a great influence on their predisposition to support their children at educational activities (Driessen, 2019;Korosidou et al., 2021). ...
Aim. The aim of the research study was to investigate the opinions of the Slovakian secondary school foreign language teachers and learn about their views on the system of education in the field of enhancement of teachers` professional qualifications. Methods. To perform the results of the study the method of focus group was used. Results. The results of the presented research show the differences between the perception of foreign language education in the past and how it appears today through the views of selected number of foreign language teachers in Slovakia. The pivotal role is played by the technological skills of the students and their ability to use information technologies instructed in foreign languages. The research results also indicate the possibilities of teachers to get in direct contact with the target foreign language as a part of their professional development. The research participants also specified the factors that they considered the most influential in the process of foreign language learning. Conclusion. The purpose of the article is to discuss the urge to achieve highly professional foreign language education in today`s technological society. As shown by the results obtained from the focus group, the teachers/participants agreed on a single highly impactful factor: family.
Dilihat dari pelaksanaan, kurikulum merdeka PAUD masih banyak yang perlu disesuaikan, salah satunya penentuan tema kegiatan serta dukungan media terhadap tema pada kegiatan projek. Tujuan penelitian ini adalah untuk mengetahui keefektifan media Ronggosukowati Educorner sebagai media pembelajaran stimulasi pengetahuan anak tentang batik pada kegiatan P5 kurikulum merdeka di PAUD. Adapun tema P5 “aku cinta indonesia” dengan topik projek “Pesona Batik”. Penelitian ini menggunakan pendekatan kuantitatif yaitu jenis penelitian eksperimen dengan desain postest only control group design. Adapun sampel yang terlibat yaitu 40 anak usia 5-6 tahun. Pengumpulan data menggunakan lembar observasi dan dokumentasi. Pengujian hipotesis menggunakan Independent Sample T-Test. Hasil penelitian menunjukkan terdapat perbedaan pengetahuan tentang batik madura antara kelas yang menggunakan Ronggosukowati Educorner dengan kelas yang tidak menggunakan Ronggosukowati Educorner. Ronggosukowati Educorner efektif dalam meningkatkan pengetahuan anak tentang batik Madura dan dapat diterapkan secara luas dengan penyesuaian pada konten batiknya.
In Saudi Arabia, English is taught starting from kindergarten at National Public and Private Schools. At International schools, English is the medium of instruction. This study aims to explore how parents promote children’s language development, their evaluation of their children’s proficiency level, which language the children use in communicating with family members and on WhatsApp. Surveys with parents revealed that English is stronger and preferred by children in International Schools and many children in Private Schools. More parents worry about their children’s proficiency level in English than Arabic and promote English more than Arabic. Watching English cartoons and movies, using English educational and entertainment apps/programs, playing English games, and enrolling the children in English courses during holidays are common home-based activities. To promote Arabic, some parents hire a tutor. Others encourage their children to read Arabic stories and watch Arabic cartoons. Results and recommendations are given in detail.
