Reasons Given by ECEC Professionals for (Not) Being in Contact With Parents During the COVID-19 Pandemic

In response to the COVID-19 pandemic, the German government took drastic measures and ordered the temporary closure of early childhood education and care services (apart from emergency care). Most pedagogical professionals in early childhood education and care (ECEC) settings were unable to provide institutional care for children during this period, and thus experienced difficulties fulfilling their legally mandated professional obligation to educate children. Building on the importance of professional–parent collaboration, this study investigates the reasons ECEC professionals gave for (not) being in contact with parents during the pandemic. The database comprises a nationwide survey conducted between April and May 2020 (n = 2,560 ECEC professionals). The results show that the vast majority of respondents were in contact with parents; their stated motives include providing informational or emotional support for parents and children, maintaining a relationship, or inquiring about family wellbeing. The explanations for not being in contact with parents include already existing contact with parents by another member of the ECEC staff, an employer-mandated contact ban, problems on the parents’ side, or personal reasons. We find some differences between managers in center-based childcare, pedagogical employes in center-based childcare, and professionals in family based childcare. Practical implications concerning professional–parent collaboration and the temporary closure of ECEC services are discussed.

School-Family Interagency to Enhance Students’ Active Participation

Partnership is considered the key to the education and school improvement. In Indonesia, Law no 3 of 2003 articulates that the school-family partnership is a priority program to improve the quality of education. This study examined a model of the teacher-parent collaboration to increase the students’ active participation in the learning process for schools situated in poor villages and parental low education (82%) in remote villages of Regency Keerom, Papua, Indonesia. The results of the multivariate analysis indicated that interactive monitoring has significant effect (.265) on students’ participation in the learning process in the classroom, while parenting or direnct accompaniment of the parents to their children during the learning at home has greater effect (.415) We conclude, therefore, school-family partnership, a combination of monitoring-accompaniment, is a boost for children to actively participate in the learning process in school. Keywords: partnership, interactive monitoring, parenting, active participation.

Immigrant and Non-immigrant Parents’ Involvement in Bullying Cases

This study aims at investigating parental involvement in bullying cases. Immigrant and non-immigrant parents are compared regarding their experience and understanding of causes of the bullying behaviour that their child is exposed to, how they experience the school’s handling of the bullying case, the home-school cooperation, and parents’ cooperation with other parents. A qualitative approach was used, and semi-structured interviews with 16 parents of targets of bullying were carried out (5 immigrant, 11 Norwegian, including two Sami parents). The targets were from primary and lower secondary school. Content analysis was conducted using the deductively developed and inductively enriched system of categories. The results of the study provided insights into parents’ experiences of a problematic school-parent collaboration, and also problematic relations to the other parents of the students involved in the respective bullying cases. Immigrant parents were more satisfied with the school than non-immigrant parents, but not with the relation to other parents. Vulnerability and ethnicity-based bullying appeared as aspects which should be paid especially attention to, regarding both implications and future research.

Kolaborasi Komponen Pendidikan Dalam Mewujudkan Pembelajaran Bermakna Pada Siswa Kelas II Sekolah Dasar

This research aims to describe the form of collaboration application between educational components in realizing learning in grade II elementary school students. The research method used is a qualitative descriptive research method with a phenomenological approach to question natural phenomena. The subjects of this study were 92 people, consisting of 31 students of class II-B, 1 teacher of class II-B, 1 parallel teacher of class II-A, 1 representative of the school in the curriculum field, and 31 parents of students. The primary data of this research are based on the results of direct observations, while the secondary data are from documents related to collaboration, such as lesson plans, teacher research results, and the author's reflections on observations. The research instrument using observation and documentation techniques in the data. The results showed that to improve the quality of students positively and with quality, it is necessary to manage education through good collaboration from the school, family, and community so that positive stimulus through the interaction of educational components can develop aspects of students holistically. This study concludes that there are three forms of collaboration for educational components that can be carried out in realizing classroom learning, namely teacher and student collaboration, teacher collaboration, parallel teachers, and vice principal in curriculum, and teacher and parent collaboration (PaL's).

Implementasi Program Penguatan Pendidikan Karakter (PPK) Dalam Pembelajaran Pendidikan Agama Islam (Studi Deksriptif di SD Rusyda Medan)

This study aims to analyze (1) implementation of character education strengthening programs in learning, (2) Implementation of character education strengthening programs outside of learning, (3) factors encountered in implementing character education strengthening programs in SD Rusyda medan. The research method used is a qualitative research method with a descriptive study approach. The results of the study indicate that SD Ruydda Medan has implemented the provisions of Perpres No. 87 of 2017. In character learning is packaged in the form of material that is explained in harmony with other subject matter. These character values are contained in the teacher learning tool, which is therefore not just insert material, but becomes material that has its own target achievement. Meanwhile outside program learning takes place in activities that involve physical activities such as flag ceremonies, and extracurricular activities such as scouting, arts and martial arts. Constraints faced are the lack of training from the ministry of education on character education strengthening programs, the lack of teacher and parent collaboration on character education.

Parent–Teacher Relations, Parental Self-Efficacy, and Parents’ Help-Seeking From Teachers About Children’s Learning and Socio-Emotional Problems

In light of the backdrop of change processes within the education system in recent years, including the enlarging of school boundaries and parents’ increasing involvement in school life, this study aspired to understand how parents perceive parent–teacher relations alongside their self-efficacy as influencing their help-seeking from teachers in two main dimensions: learning and socio-emotional. Using the quantitative method, 192 Israeli parents answered a questionnaire measuring parent–teacher relations, parental self-efficacy, help-seeking orientation from teachers, and socio-economic status. Regression analysis found that help-seeking in the socio-emotional dimension was mainly influenced by collaborative relations and by parents’ high self-efficacy. Help-seeking in the learning dimension was mainly (but not only) influenced by parents’ socio-economic status. In addition, positive significant correlations were found between parent–teacher collaborative relations and autonomic help-seeking from teachers by parents dealing with both learning and socio-emotional aspects. Negative significant correlation was found between collaborative parent–teacher relations and parents’ avoidance of help-seeking from teachers. The results highlight the importance of teacher–parent collaboration and illuminate the factors influencing parents to ask for help from teachers, in different dimensions.