Parental Involvement and Engagement in Early Education Contribute to Children’s Success and Well-Being

2021 ◽  
pp. 91-111
Author(s):  
Arthur J. Reynolds ◽  
Sangyoo Lee ◽  
Lauren Eales ◽  
Nishank Varshney ◽  
Nicole Smerillo
Keyword(s):  
Parental Involvement ◽  
Early Education ◽  
Well Being

scholarly journals Pedagogical leadership and children’s well-being in Finnish early education

2020 ◽  
pp. 174114322096210
Author(s):  
Elina Fonsén ◽  
Leena Lahtinen ◽  
Mari Sillman ◽  
Jyrki Reunamo
Keyword(s):  
Physical Activity ◽  
Positive Emotion ◽  
Early Education ◽  
Well Being ◽  
Main Task ◽  
Systematic Observation ◽  
Education Centre ◽  
Staff Involvement

In this paper, we present research that focuses on pedagogical leadership that is evaluated by the staff in the early education unit. The evaluations relate to the observed indicators of the well-being of children and leadership evaluations conducted by the early education centre directors. The methods include systematic observation of children, educators’ evaluation of leadership and directors’ evaluation of their leadership. The measurements are independent of each other. The data were collected between 2017 and 2019 in Finnish early education units. The results indicate the connection between the pedagogical leadership of director and observed activities of children, including involved learning, positive emotion, physical activity and participation. The connection between pedagogical leadership evaluated by the staff was also connected with leadership evaluated by the director, highlighting the need for the director to focus on pedagogical leadership and staff involvement. The results provide a perspective to help the director to focus on the main task of early education, the well-being of the children.

A Cross-National Study of Ethical School Culture

2020 ◽  
Author(s):  
Orly Shapira-Lishchinsky
Keyword(s):  
School Culture ◽  
Parental Involvement ◽  
Codes Of Ethics ◽  
Well Being ◽  
National Study ◽  
Ethical Culture ◽  
Educational Systems ◽  
Ethical Aspects ◽  
Cev Model ◽  
Six Dimensions

This study addresses a common concept, ethical school culture, in 30 countries. It presents and outlines its dimensions, based on an analysis of their codes of ethics for teachers. The findings generated a multi-dimensional model of ethical school culture that included six dimensions: caring for the pupils, teachers' profession, teachers' collegial relationships, parental involvement, community involvement, and respecting rules and regulations. The study indicated that “ethical school culture” generates from the interaction between the formal ethical aspects, such as educational policy that encourages high standards, and informal ethical aspects, such as ethical norms that perceive teachers’ role modeling as important for maintenance of the profession’s status. In addition, the findings elicited that schools with an ethical culture are not closed educational systems but rather open educational systems that ensure that knowledge will flow from the school to the community and vice versa. This flow of knowledge is in accordance with the ethical goals that advance equity and opportunity for all pupils. Moreover, the similarity that exists between the dimensions in this study and the dimensions in the corporate ethical virtues (CEV) model expand conceptual validity to the generated multidimensional model. In general, this study reveals that schools have an ethical culture characterized by a teachers’ active approach toward promoting their pupils’ ongoing learning and well-being, initiating collaborative learning with colleagues, and promoting parental involvement. This study generated the common meaning of ethical culture in schools, based on teachers’ interactions with colleagues, pupils, parents, community, and regulations. Understanding the meaning of an ethical culture in schools, can help promote ethical teachers, who will know what is expected from an ethical teacher and help promote an ethical culture in their schools. In addition, the findings of this study support the universal nature of the concept ethical school culture and provide deeper insight into the concept of ethical culture in educational systems. This study hopes to encourage the promotion of teachers’ continuing professional development, which focuses on the proposed six dimensions that can lead to a consistently applied ethical school culture.

scholarly journals Marriage Institutions and Sibling Competition: Evidence from South Asia*

2013 ◽  
Vol 128 (3) ◽  
pp. 1017-1072 ◽  
Author(s):  
Tom S. Vogl
Keyword(s):  
Parental Involvement ◽  
South Asia ◽  
Economic Status ◽  
Well Being ◽  
Marriage Markets ◽  
Sufficient Time ◽  
Arranged Marriage ◽  
Marriage Age ◽  
Using Data ◽  
Status Data

Abstract Using data from South Asia, this article examines how arranged marriage cultivates rivalry among sisters. During marriage search, parents with multiple daughters reduce the reservation quality for an older daughter’s groom, rushing her marriage to allow sufficient time to marry off her younger sisters. Relative to younger brothers, younger sisters increase a girl’s marriage risk; relative to younger singleton sisters, younger twin sisters have the same effect. These effects intensify in marriage markets with lower sex ratios or greater parental involvement in marriage arrangements. In contrast, older sisters delay a girl’s marriage. Because girls leave school when they marry and face limited earning opportunities when they reach adulthood, the number of sisters has well-being consequences over the life cycle. Younger sisters cause earlier school-leaving, lower literacy, a match to a husband with less education and a less skilled occupation, and (marginally) lower adult economic status. Data from a broader set of countries indicate that these cross-sister pressures on marriage age are common throughout the developing world, although the schooling costs vary by setting.

scholarly journals Home Environment and Parental Involvement in Homework During Adolescence in Catalonia (Spain)

2016 ◽  
Vol 50 (2) ◽  
pp. 183-203 ◽  
Author(s):  
Toni Mora ◽  
Josep-Oriol Escardíbul
Keyword(s):  
Parental Involvement ◽  
Family Structure ◽  
Home Environment ◽  
Educational Achievement ◽  
Parental Behavior ◽  
Compulsory Education ◽  
Well Being ◽  
Family Characteristics ◽  
Relative Probability ◽  
Parental Assistance

It is well documented that parental behavior is a strong determinant of a child’s educational achievement and general well-being. Thus, it seems relevant to analyze the determinants of parental involvement in the education of their children. While most studies analyze the effect of family characteristics (such as parents’ education, ethnicity, or family structure) on parental involvement, we focus on the effect of home environment. Specifically, we consider parental assistance in homework during adolescence, which is defined from the children’s perspective. Data come from a unique sample of more than 2,300 students in the last 2 years of compulsory education in 70 schools in Catalonia (Spain). Results show that a good home environment increases the relative probability that parents get involved in their children’s homework. The effect is slightly higher for girls than for boys. The inclusion of home environment leaves no relevance to family structure. Results are robust to different estimation procedures.

The Influence of Parental Involvement on the Well-Being of Sons and Daughters

1994 ◽  
Vol 56 (1) ◽  
pp. 229 ◽  
Author(s):  
DeeAnn Wenk ◽  
Constance L. Hardesty ◽  
Carolyn S. Morgan ◽  
Sampson Lee Blair
Keyword(s):  
Parental Involvement ◽  
Well Being

scholarly journals A Brief Introduction to Parental Involvement in Early Childhood Education in Turkish and Finnish Contexts

2020 ◽  
Vol 4 (2) ◽  
pp. 84-91
Author(s):  
Sevcan Hakyemez-Paul
Keyword(s):  
Early Childhood ◽  
Academic Success ◽  
Parental Involvement ◽  
Well Being ◽  
Early Childhood Educators ◽  
Point Of View ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Factors Affecting ◽  
Social And Emotional

Research conducted in recent decades has shown the importance of parental involvement in pupils’ well-being, learning, and future academic success as well as their cognitive, social, and emotional development. In addition to these benefits, parental involvement practices improve parental confidence and satisfaction as well as enriching educational programmes, enhancing the climate of educational institutions, and easing teachers’ work burden through responsibility-sharing and increased information flow. Although the significant role of parental involvement is well-supported by various studies, some research reveals that a gap continues to exist between the recommendations of related research and what is practised in educational institutions in reality. This gap explains in part the persistence of insufficient parental involvement practices. This paper, which is based on my public lektio aims to gain a better understanding of early childhood educators’ self-reported reasons for insufficient practices as well as identifying their parental involvement practices and their views in Finnish and Turkish contexts. The study is reported in four original articles, using the quantitative and qualitative data gathered from a representative sample of 287 early childhood educators from Helsinki and 225 early childhood educators from Ankara. Analysis of the results drew attention to the gap between theory and practice as well as the reasons behind this gap from the educators’ point of view. All the data material were discussed for each context, thus allowing for the highlighting of practical implications, which contributed not only to the research on parental involvement practices in different countries but also to the research on identifying factors affecting sufficient parental involvement. In addition to country-centred interpretations, the comparative aspect of this study contributes to existing research into world culture vs. local culture discussions.

Associations between parental involvement and school readiness for children enrolled in Head Start and other early education programs

2020 ◽  
Vol 118 ◽  
pp. 105353
Author(s):  
Hyun-Joo Jeon ◽  
Carla A. Peterson ◽  
Gayle Luze ◽  
Judith J. Carta ◽  
Carolyn Clawson Langill
Keyword(s):  
Head Start ◽  
Parental Involvement ◽  
School Readiness ◽  
Early Education ◽  
Education Programs
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