School-family-community partnership: (Bachelor thesis)

Γούλα, Κωνσταντίνα/ Μασσέ, Μαρία/ Goula, Konstantina/ Masse, Maria

For over sixty years, research has highlighted the importance of collaboration between school, family, and community. According to research findings, it is important that the family and the school cultivate a meaningful partnership, which will also involve the community so as to enhance the quality of education and achieve the goals they have set together. Collaboration between the family and the school is a factor of high-quality and effective learning. In recent years and in the context of the socio-pedagogical orientation of preschool education, this cooperation introduces the concept of co-education, establishing the kindergarten as a learning community and an important factor of social change. In cases where students from different cultural backgrounds attend school, collaboration is even more necessary, as it is considered a basic condition for enriching the kindergarten program and strengthening intercultural communication, based on culturally sensitive teaching. Our research aims to investigate in depth the perceptions of teachers, parents, and children, regarding issues of school-family-community collaboration. The research was carried out in Alexandroupoli and involved ten in-service kindergarten teachers, ten parents, five parents from majority groups and five parents from different cultural backgrounds, and respectively the 10 children of these parents. Conducting interviews with children was an innovative element for the research, as it is important to capture the views of the children themselves so that their voices are heard on issues of their concern. The data was collected through semi-structured interviews and then, content analysis was implemented to analyze the material that was generated. The interview process started at the end of February 2023 and was completed at the beginning of May 2023. The content analysis revealed that good school-family-community collaboration is determined by specific characteristics that concern both the quantitative and qualitative characteristics of the relationship between teachers, parents and community. The different profile of the participants highlighted differences in perceptions and practices, in agreement with relevant literature that emphasizes personal characteristics as well as the role and importance of the value system. Our research highlighted practices, benefits, and suggestions for improving collaboration, reported by parents and teachers. Children also referred to certain aspects of collaboration, laying emphasis on communication and routines that establish continuity between the school and family. However, the limited number of participants and the research tool itself create limitations in the way the findings work in relation to capturing the educational reality as well as the subjective experience of the participants.
Alternative title / Subtitle: αντιλήψεις εκπαιδευτικών, γονέων και παιδιών νηπιακής ηλικίας από διαφορετικά πολιτισμικά περιβάλλοντα
perceptions of teachers, parents and preschool children from different cultural backgrounds
Institution and School/Department of submitter: Δημοκρίτειο Πανεπιστήμιο Θράκης. Σχολή Επιστημών Αγωγής. Τμήμα Επιστημών της Εκπαίδευσης στην Προσχολική Ηλικία
Subject classification: Education, Preschool--Parent participation
Keywords: Συνεργασία σχολείου-οικογένειας-κοινότητας,Νηπιαγωγείο,Γονική εμπλοκή,Αντιλήψεις,Διαφορετικά πολιτισμικά περιβάλλοντα,Family-school-community collaboration,Kindergarten,Parental involvement,Perceptions,Culturally diverse profiles
URI: https://repo.lib.duth.gr/jspui/handle/123456789/16572
http://dx.doi.org/10.26257/heal.duth.15306
Appears in Collections:ΤΜΗΜΑ ΕΠΙΣΤΗΜΩΝ ΕΚΠΑΙΔΕΥΣΗΣ ΣΤΗΝ ΠΡΟΣΧΟΛΙΚΗ ΗΛΙΚΙΑ

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http://dx.doi.org/10.26257/heal.duth.15306
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