scholarly journals Understanding the direct involvement of parents in policy development and school activities in a primary school

2017 ◽  
Vol 4 (1) ◽  
pp. 25-33
Author(s):  
Bernie Tobin
Keyword(s):  
Teacher Collaboration ◽  
Policy Development ◽  
Teaching And Learning ◽  
Parental Engagement ◽  
Learning Needs ◽  
School Activities ◽  
Whole School ◽  
Children’S Learning ◽  
Home Values ◽  
Children's Learning

Abstract It is acknowledged that parental engagement with children’s learning and education is of vital importance. But, there is a tendency to confuse engagement with learning with engagement with the school. While all types of parents’ involvement can have a positive effect, it is actually what parents do with their child at home that has the greatest impact. However, unless parental involvement in learning is embedded in whole-school processes it is unlikely to as effective as possible. This paper documents an action research study that explores the inclusion of parents and home values in the construction of the teaching and learning environment. This was a small step towards positive parent-teacher collaboration, which allowed an exchange of knowledge, values and cultural background experiences. In acknowledging the ways in which the parents already engaged with their children’s learning, it began to enhance self-efficacy in their ability to directly affect this learning. This work has also provoked reflexive engagement of my influence and understanding of involving parents of children with additional and diverse learning needs. But, it also details the transformative journey that influenced my thinking about how we as a school could begin to develop whole-school processes to directly involve parents in policy development and school activities.

An Orientation to Principles-in-Action

2001 ◽  
Author(s):  
Leslee Bartlett ◽  
Carolyn Goodman Turkanis
Keyword(s):  
Classroom Environment ◽  
Classroom Teacher ◽  
Learning Activities ◽  
Learning Goals ◽  
Group Instruction ◽  
School Activities ◽  
Children’S Learning ◽  
Children's Interests ◽  
Principles Of Learning ◽  
Children's Learning

As mentioned at the beginning of this book, the key principle for learning as a school community is to build instruction on children’s interests in a collaborative way—learning activities are planned by children as well as adults, and adults learn from their own involvement as they foster children’s learning. Children are natural learners as long as they can be deeply involved in activities which they help to devise and for which they see a purpose—”minds-on” activities. At the OC, children participate in setting their learning goals and deciding how to use their time and resources, with the aid of the adults. Discussion, conversation, and enjoyment are a valued part of the learning process. The children learn not only the academic subjects but also how to make responsible choices for their own learning and how to solve problems ranging from mathematics and writing to interpersonal frictions at recess. The children learn to lead others (including adults) in school activities and to build on their own interests at the same time that they contribute to the learning of others in the classroom. Much of the day is planned flexibly, to build the curriculum around student contributions, staying open to the serendipitous “learning moments” that naturally emerge as interested people discuss ideas and issues and organize projects for children’s learning. Small groups of children work at an activity with a parent volunteer (a “co-oper”), the classroom teacher, or a child who has organized an activity for the others. Most children stay with the same teacher for two years in blended grade-level classes, creating a supportive classroom environment in which people of differing skills and interests contribute to each others’ learning and learn from teaching others. The children plan their day, choosing among some required activities and some optional ones. The whole class also meets several times each day for planning and for whole-group instruction connected with the learning activities. The principles of learning as a community are not easy even for seasoned teachers and co-oping parents to summarize, since they are generally enacted in everyday situations rather than spoken.

scholarly journals Strategi Pembelajaran dalam Mengatasi Kesulitan Belajar Online Anak Usia Dini

2021 ◽  
pp. 113-132
Author(s):  
Khairunnisa Ulfadhilah
Keyword(s):  
Early Childhood ◽  
Online Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Face To Face ◽  
Children’S Learning ◽  
Face To Face Learning ◽  
Learning At Home ◽  
The Impact ◽  
Children's Learning

COVID-19 has an impact on all levels of education in Indonesia and has a major impact on early childhood, where the teaching and learning process needs to be done face-to-face, but due to the COVID-19 outbreak, the government's policy of face-to-face learning and online learning is carried out. Researchers conducting this research are interested in the learning strategies used by educators during the COVID-19 pandemic so that they can become a reference for parents in guiding children to learn online. The effect of learning for early childhood is difficulty in understanding explanations from educators, lack of socialization in children's lives because schools are held online, children's development and growth has decreased, children's achievement indicators will decrease. Online learning for children aged during this pandemic is not optimal because it has obstacles, namely COVID-19, which is the reason children experience the impact of learning at home. The research method used qualitative research to describe the findings in the field and then processed the data. The data collection techniques in the research that have been carried out are observation, interviews, and documentation. The results of this research are so that parents can guide, supervise and become a place for children's education in the family. Parents have a very big responsibility in educating and guiding children's learning online, the success of children's learning will be determined by parents if parents provide stimulation or guide when learning online.

scholarly journals Upaya Orang Tua dalam Memotivasi Kesungguhan Belajar Anak di Desa Bulusari Tarokan Kabupaten Kediri

2019 ◽  
Vol 2 (1) ◽  
pp. 127-147
Author(s):  
Doni Saputra
Keyword(s):  
Learning Needs ◽  
Natural Background ◽  
Children’S Learning ◽  
Learning Patterns ◽  
Silent Condition ◽  
Learning Conditions ◽  
The Family ◽  
Watching Tv ◽  
Self Learning ◽  
Children's Learning

This research is in the background by the importance of parents' role as the first and foremost educator for the child to motivate their children in order to increase the seriousness of learning. When children learn should always get attention and guidance from parents. Parents must meet the children's learning needs and always give motivation, otherwise it will be difficult to familiarize the child to learn this research using a qualitative approach that has the characteristics of: natural background And researchers as a key source, and research is descriptive.  The results of the study after the analysis, namely: (1) Children's study pattern at home in Bulusari village, Tarokan District of Kediri regency of each child varies, some who like learning in a quiet or silent condition, some are happy to learn While watching TV or listening to the song. Children's learning patterns in this village use two approaches that are self-learning (individual) and with teachers looking for tutoring and learning guidance. (2) The motivational forms of the family so that the children learn vigorous is to give examples to the child, because the child has the data to emulate the good. (3) Forms of motivation given by parents to foster children's learning spirit is to provide complete learning facilities, giving gifts or rewards, creating conducive atmosphere and learning conditions so that children can learn and punishment for a child who does not want to learn and lazy to learn and the child who dropped his learning achievement.

Resources for Rethinking Parental Engagement in Children's Learning

2010 ◽  
Vol 5 (1) ◽  
pp. 143-151
Author(s):  
Kadriye Tezcan-Akmehmet ◽  
Aletheia Wittman
Keyword(s):  
Parental Engagement ◽  
Children’S Learning ◽  
Children's Learning

scholarly journals Vygotsky’s Legacy on Teaching and Learning Writing as Social Process

2018 ◽  
Vol 4 (2) ◽  
pp. 149 ◽  
Author(s):  
Sitti Nurfaidah
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Social Process ◽  
Work Activity ◽  
Learning And Teaching ◽  
Children’S Learning ◽  
Learning Development ◽  
Teaching Learning ◽  
Children's Learning

Vygotsky has imprinted many influences on learning and teaching learning development. Although his main works focus on psychological aspects of children’s learning, it is very useful both for the teachers and researchers in understanding and exploring the best they can do for the development of the children’s learning. One of Vygotsky’s legacy can be traced in the process of teaching and learning writing in which this skill is regarded as social process. Scholars believe that his idea on sociohistorical perspective becomes the foundation in giving scaffolding in teaching writing, collaborative work activity in writing lesson, as well as teacher reflection on his teaching and learning activities in the classroom, as much as the teaching and learning writing as social process. This article, therefore, represents review on how Vygotsky’s influences on language learning and teaching development, particularly in writing which is considered as social process.

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