scholarly journals Analysis of parent’s discriminant partnership in the success of implementation of good school governance

2018 ◽  
Vol 205 ◽  
pp. 00012 ◽  
Author(s):  
Luluk Elyana ◽  
Yuli Utanto ◽  
Ghanis Putra Widhanarto ◽  
Yoris Adi Maretta
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Parental Involvement ◽  
School Governance ◽  
Success Factor ◽  
Childhood Education ◽  
Academic Competition ◽  
Good School ◽  
Determining Factors ◽  
Survey Approach

Early childhood education is a strong foundation in the effort to prepare young people to face academic competition at the next level. The purpose of this study is to analyze the discriminant factors of parental partnership which are the determining factors for the implementation of good school governance. The research method is quantitative with a survey approach through a questionnaire given to respondents to reveal the influence of parental partnership on good school governance. The results showed that the higher parental involvement, the greater the success factor of good school governance. This research is useful as a guide in making decisions about model selection and analysis of factors related to parental partnership in early childhood education.

Parental involvement in early childhood education in Catalunya, Spain

2021 ◽  
pp. 246-255
Author(s):  
Sílvia Blanch Gelabert ◽  
Ana María Forestello ◽  
Gabriel Lemkow-Tovias
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Parental Involvement ◽  
Childhood Education

An introduction to parental involvement in early childhood education and care

2021 ◽  
pp. 1-8
Author(s):  
Susanne Garvis ◽  
Heidi Harju-Luukkainen ◽  
Alicja Renata Sadownik ◽  
Sivanes Phillipson
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Parental Involvement ◽  
Childhood Education ◽  
Education And Care

scholarly journals PARENTAL INVOLVEMENT TOWARDS ACHIEVING QUALITY AND EQUAL-ACCESS TO EARLY CHILDHOOD EDUCATION IN OYO STATE, NIGERIA

2021 ◽  
pp. 94-101
Author(s):  
Adejoke ADEKOYA
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Parental Involvement ◽  
Primary Education ◽  
National Development ◽  
Equal Access ◽  
Residential Setting ◽  
Childhood Education ◽  
Care And Support ◽  
Parental Educational Attainment

Quality in education has become an imperative given global efforts at equity and access has not yielded the expected economic growth and national development, especially in developing countries. This research aims at providing solutions to role of parental involvement in achieving quality and equal-access in Nigeria. It will serve as an eye opener to parents and caregivers in helping to adjust their mode of collaboration towards achieving better future for their children no matter their busy schedules. A survey approach was used through self- administered questionnaires, and analysis was done using Analysis of Variance (ANOVA) to test the hypotheses. Based on the findings, it was revealed that parental involvement in early childhood education and pre-primary education had impact on achieving quality and equal-access in Oyo State (F(4,196) = 30.323; p< 0.05). The socio-economic characteristics of parents had significant impact on achieving quality and equal-access in early childhood education and pre-primary education (F(4,196) = 0.132; p<.05). It could be concluded that parental involvement (emotional care and support) has a very big influence on early childhood education, particularly the academic performance of the child. The level of the parental educational attainment and exposure determines the age at which the child is being enrolled in school. This implies that, residential setting of the parents has nothing to do with the educational performance of the child. Based on the findings, it was recommended that parents should understand why their involvement in achieving quality and equal-access to education is so important to their children’s success.

scholarly journals Pemahaman Guru PAUD Tentang Pendekatan Saintifik Dalam Pembelajaran Di Wilayah Depok

2020 ◽  
Vol 4 (01) ◽  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sampling Technique ◽  
Approach To Learning ◽  
Childhood Education ◽  
Scientific Approach ◽  
Early Childhood Learning ◽  
Principles Of Learning ◽  
Survey Approach ◽  
Ability And Willingness

This study aims to determine the early childhood education teacher's understanding of the scientific approach to learning. The sample was 40 early childhood education teachers from 40 institutions in Depok, West Java. The sampling technique uses random sampling. The research method used is quantitative with a survey approach. Data were collected using a questionnaire. Data analysis was performed using descriptive statistical techniques. Understanding indicators include the ability to explain the scientific approach and the ability to describe the scientific approach in learning planning. The results showed that the teacher's understanding of the scientific approach to learning as seen from the ability to explain was 52.5% and the ability to describe 32.5%. The conclusion of this study is the early childhood education teacher's understanding of the scientific approach in learning is in the low category so that the teacher's ability and willingness to continue learning increases knowledge so that the teacher's understanding increases and is able to apply the scientific approach in accordance with the principles of learning based on scientific approaches and principles early childhood learning.

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