scholarly journals Playgroups as sites for parental education

2015 ◽  
Vol 15 (3) ◽  
pp. 227-237 ◽  
Author(s):  
Karen McLean ◽  
Susan Edwards ◽  
Maria Evangelou ◽  
Helen Skouteris ◽  
Linda J Harrison ◽  
...  
Keyword(s):  
Educational Outcomes ◽  
Parental Education ◽  
Educational Equality ◽  
Home Learning Environment ◽  
Learning And Development ◽  
Children’S Learning ◽  
Home Learning ◽  
Learning Through Play ◽  
Children's Learning ◽  
Education Initiatives

There is widespread international interest in parental education as a means of promoting educational equality through improving educational outcomes for young children. The research in this area suggests an association between the home learning environment and children’s educational outcomes and highlights the importance of parental education for supporting young children’s learning through play. This article reviews the international literature around parental education initiatives (or ‘interventions’) in early childhood and then considers playgroups as potential sites for parental education. The article identifies the universal features of playgroups that make these sites appealing for the implementation of parental education initiatives and discusses the complexities associated with the design of interventions aimed at meeting the diverse needs of parents attending playgroups. It concludes by providing a case for community playgroups as cultural contexts, to be considered sites for parental education through curriculum aimed at supporting parents to actively engage in their children’s learning and development through play.

scholarly journals Home Literacy and Numeracy Environments in Asia

2021 ◽  
Vol 12 ◽  
Author(s):  
Sum Kwing Cheung ◽  
Katrina May Dulay ◽  
Xiujie Yang ◽  
Fateme Mohseni ◽  
Catherine McBride
Keyword(s):  
Learning Environment ◽  
Early Literacy ◽  
Geographical Area ◽  
The Philippines ◽  
Home Literacy ◽  
Home Learning Environment ◽  
Children’S Learning ◽  
Home Learning ◽  
Children's Literacy ◽  
Children's Learning

The home learning environment includes what parents do to stimulate children’s literacy and numeracy skills at home and their overall beliefs and attitudes about children’s learning. The home literacy and numeracy environments are two of the most widely discussed aspects of the home learning environment, and past studies have identified how socioeconomic status and parents’ own abilities and interest in these domains also play a part in shaping children’s learning experiences. However, these studies are mostly from the West, and there has been little focus on the situation of homes in Asia, which captures a large geographical area and a wide diversity of social, ethnic, and linguistic groups. Therefore, this paper aims to review extant studies on the home literacy and numeracy environments that have been conducted in different parts of Asia, such as China, the Philippines, India, Iran, Turkey, and the United Arab Emirates. Specifically, we explore how parents in these places perceive their roles in children’s early literacy and numeracy development, the methods they regard as effective for promoting young children’s literacy and numeracy learning, and the frequency with which they engage their young children in different types of home literacy and numeracy activities. We also examine studies on the relationship of the home literacy and numeracy environment with young children’s developmental outcomes, and the effectiveness of parent training programs to improve the home literacy and numeracy environments in these contexts. By examining potential trends in findings obtained in different geographical areas, we can initially determine whether there are characteristics that are potentially unique to contexts in Asia. We propose future research directions that acknowledge the role of cultural values and social factors in shaping the home learning environment, and, by extension, in facilitating children’s early literacy and numeracy development.

scholarly journals A Transdisciplinary Approach to Equitable Teaching in Early Childhood Education

2019 ◽  
Vol 43 (1) ◽  
pp. 249-276 ◽  
Author(s):  
Mariana Souto-Manning ◽  
Beverly Falk ◽  
Dina López ◽  
Lívia Barros Cruz ◽  
Nancy Bradt ◽  
...  
Keyword(s):  
Early Childhood ◽  
Teaching Practice ◽  
Meta Analysis ◽  
Learning And Development ◽  
Transdisciplinary Approach ◽  
Children’S Learning ◽  
Seven Principles ◽  
History Of ◽  
And Linguistics ◽  
Children's Learning

In this review of research, we offer a meta-analysis of young children’s learning and development within and across psychology, education, and linguistics. Engaging with Soja’s concept of Thirdspace, we mapped young children’s learning and development transdisciplinarily, seeking to (re)conceptualize early childhood teaching in ways that are answerable to intersectionally minoritized children, families, and communities of color—those whose voices, values, perspectives, and knowledges have been historically and continue to be contemporarily marginalized. To do so, we identified seven principles with the potential to transform early childhood teaching practice. We posit that together these principles can shift the architecture of early childhood teaching, offering promising possibilities for fostering equity by allowing us to move toward emancipatory praxis and negotiate practical solutions to education’s long history of inequities and oppressions.

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