Presentation on theme: "Action Research Proposal on Parent Involvement in Early Childhood"— Presentation transcript:
1 Action Research Proposal on Parent Involvement in Early Childhood
By: Krista MorrisonArkansas State University
2 Do Types of Parent Involvement in Early Childhood Effect Preschool Children’s Learning Outcomes?
In recent years policy makers and educational experts have expressed alarm about the growing problem of parent involvement and its effect on student out comes in the United States.
3 What is Parent Involvement?
4 Why Do We Research Types of Parent Involvement?
5 Participants The participants will be...
Randomly Selected from a single classroomSix ChildrenThree Male Three FemaleParents of the Children
6 Procedure Selection of participants Hold a preview and sign up meeting
Test children and give a post testIssue a post survey to the parentsConduct various parent /child activitiesComplete post test on childrenComplete post test on parentsCompile dataReport findings in paper
7 Time LineSeptember 3Random selection of participants, briefing and consents.Establish parent involvement types and times they will occur.October 10Pre-test for children and pre-questionnaire for parents.October 17Mid- term meeting with parentsOctober 24Administer post-test for children and post questionnaire for adultsNovember1Collect all data and process results.November 8Conclude and write paperNovember15Turn in paper
8 The Three Types of Parent Involvement Include…
Attending classroom activities and volunteeringFull Involvement in all ActivitiesTake Home Activities and Home Visits
9 Take Home Activities and Home Visits include but not limited to…
Take home activities for the child and parent to be involved inParent can make materials for the classroom and for home activities with their childBeing present for the home visits made by the teacher and paraprofessional
10 Full Involvement in all Activities
11 Some Sample Questions on the Parent Questionnaire are …
Will you please define Parent Involvement?How many times a week are you actively involved in activities with your child?Do you work?Are you married or do you live with a significant other that assist you I the care and support of your child?Do you have transportation?What is your income?Do you have other children in the home?When would you be available to be involved with your child in activities?
12 Data Collection should Show a comparison as follows…
Parent Pre QuestionnaireChild Pre TestData collection of the Parent involvementParent Post QuestionnaireChild Post TestData collection of the Childs improvement
13 Some Samples of Data Collection are
ChildrenParentsPortfoliosTeacher ObservationsTeacher Observed Parent/Child InteractionPhotosTeacher Observed Parent/Child InteractionParent Attendance RecordsPhotosMaterials made for the classroom
14 How Might this Proposed Action Research be Significant?
The research could have a significant effect on the practice of how we involve parents in the early childhood classroom.The research could have a significant effect on the learning outcomes of young children.The research could significantly change the structure of the curriculum to include the parent more and discover the type or types of parent activities that work the best.The research could lead to further studies of this nature and effect trends in research.
15 Conclusion The research will be positively or negatively skewed
The value of this study could prove that one specific type of parent involvement activity is effective on learning outcomes for young childrenThe active research lends itself to further investigation either way that the data is skewed.The research could have an impact on the profession of early childhood.
16 Parent Involvement Has a Direct impact on Learning Outcomes in Early Childhood
Lets all join hands to improve our parent involvement for the benefit of the children
17 ReferencesArnold, D., Zelio, A., Doctoroff, G., &Ortis, C. (2008). Parent involvement in preschool: predictors and the relation of involvement to pre-literacy development. School Psychology Review, 17(1),Buyuktaskaup, S. Department of Preschool Education, Education Science Theory and Practice.(2012) Effect of family supported pre-reading training program given to children in preschool education period on reading success in primary school. Retrieved from Educational Consultancy and Research Center website:Hay, I., & Fielding-Barnsley, R. (2007). Facilitating children's emergent literacy using shared reading: Aa comparison of two models. Australian Journal of Language and Literacy, 30(3),Hilado , A., Kallemeyn, L., Leow, C., Lundy, M., &Isreal , M. (2011). Supporting child welfare and parent involvement in preschool programs.Early Childhood Education, 39,Knopf, H., &Swick, K. (2008).Using our understanding of families to strengthen family involvement.Early Childhood Education, 35,Karlson, I., &Simonsson, M. (2008). Preschool work teams' view of ways of working with gender-parents' involvement. Early Childhood Education, 36,Korfmacher, J., Green, B., Staerkel, F., Peterson, C., Cook, G., Roggman, L., Faldowski, R., &Schiffman, R.(2008). Parent involvement in early childhood home visitiing.Child Youth Care Forum, 37,
18 ReferencesLaForett, D., & Mendez, J. (2010).Parent involvement, parental depression, and program satisfaction among low-income parents participating in a two- generation early childhood education program.Early Childhood Education and Development, 21(4), Lynch, J. (2009). Preschool teachers' beliefs about children’s print literacy development.Early Years, 29(2), Markstrom, A. (2011). To involve parents in the assessment of the child in parent-teacher conferences: A case study. EarlyChildhood Education, 38, Pang, Y. (2010).Facilitating family involvement in early intervention to preschool transition.The School Community Journal, 20(2), Renolds, A., White, B., & Robertson, D. (2011). Age 26 cost-benefit analysis of the child-parent center early education program. Child Development, 82(1), Swanson, J., Raab, M., &Dunst, C. (2011).Strengthening family capacity to provide young children everyday natural learning opportunities.Journal of Early Childhood Research, 9(1), Tekin, A. (2011). Parent involvement revisited:background, theories, and models. Ijaes, 11(1), Zellman, G., & Perlman, M. (2006). Parent involvement in childcare settings:conceptual and measurement issues. Early Child Development, 176(5),
FOSTERING PARENTAL INVOLVEMENT: A CRITICAL ACTION RESEARCH STUDY OF TITLE I PARENTS' PARTICIPATION IN PUBLIC ELEMENTARY SCHOOLS
- Piekarski Loughlin, Jodi
- Graduate Program:
- Adult Education
- Doctor of Education
- Document Type:
- Date of Defense:
- February 25, 2008
- Committee Members:
- Edward W Taylor, Committee Chair
- Daniele D Flannery, Committee Member
- Jane B Keat, Committee Member
- William R Freed, Committee Member
- critical action research
- parent participation
- Title I
- parental involvement
- parent involvement
- elementary school
- ABSTRACT This qualitative action research study used a critical perspective to explore Title I parents’ perceptions of parental involvement in public schools and to foster awareness among Title I parents about individual and societal factors that influence parental involvement in school sponsored activities. The study looked specifically at Title I parents’ perceptions of parental involvement at a public elementary school. The theoretical framework of critical theory provided the lens for which this study was guided. Semi-structured interviews, group discussions, and monthly meetings were used to learn Title I parents’ perspectives about their participation in parental involvement activities and to support their decision in raising their own awareness about their existing roles at the school. Several findings emerged from this study which explored Title I parents’ perceptions about their involvement and also their awareness of individual and social factors hindering their involvement. The four findings that emerged from parents’ interviews and group discussions include: 1) parents’ desire to understand the Title I program at their school; 2) parents’ desire for increased personal communication between home and school; 3) parents’ perceptions of involvement; and 4) parents’ identified barriers to involvement. Additional findings include: parents’ role in planning a Title I program; parents’ active participation with homework; parents’ involvement in nonschool sponsored activities; and how an unwelcoming atmosphere at the school affects parent participation. Based on these findings, implications for practice and recommendations for future research are discussed in the following fields: elementary education and adult education.