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Whether parents would like to be more involved in their children's school lives, Peters et al. p. 36
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... According to him, children develop positively only when there is active involvement on the part of parents. In furtherance, this view is supported by the fact that a substantial number of empirical researches have pointed out that parental involvement has a great potential to influence children's cognitive, social, and emotional development to a great extent (Morrison, 2007;Goodall & Vorhaus, 2011) Research has indicated that involvement is varied and involves a set of activities beyond attendance-type events. According to Sheldon, the critical dimensions of involvement are emotional support, skill-building, and effective communication with educators. ...
Parental engagement is crucial in influencing the developmental outcomes of young children in early childhood education environments. This research examines the influence of parental involvement on multiple facets of child development, encompassing cognitive, emotional, and social growth. The research analyzes various studies and educational frameworks to demonstrate how diverse types of parental involvement—such as home activities, communication with teachers, and engagement in school events—enhance academic performance, self-regulation abilities, and overall well-being in young learners. The document also examines the obstacles families encounter in participating in early childhood education, such as socio-economic barriers, cultural disparities, and time limitations. The study utilizes both qualitative and quantitative data to highlight the significance of cultivating robust home-school connections and the necessity for policies that promote and facilitate active parental involvement in educational environments. This research highlights the essential role of parents in fostering an engaging educational environment that promotes lifelong learning and success.
... Preschool teachers play a crucial role in supporting families by providing suggestions for how they can support their children's education through family involvement practices (Leenders et al., 2019). In preschool education, families fulfill their roles in family involvement activities by attending parent-teacher conferences (Goodall, 2013(Goodall, , 2018, engaging in social activities with their children (Torre & Murphy, 2016;Watt, 2016), communicating and collaborating with the teacher (Goodall & Vorhaus, 2011;Jeynes, 2018), and directly participating in their child's learning process (Spear et al., 2021). Schools and educators are essential in promoting family involvement, fostering relationships with families, and establishing mutually respectful communication with families (Department of Education, Employment and Workforce Relations [DEEWR], 2008). ...
... Moreover, educators organized informative seminars to make families cognizant of the significance of familial involvement and supplied them with the rationale behind its implementation. Such educational initiatives motivated families to actively participate in the educational process and facilitated their efficient collaboration in their children's academics (Goodall & Vorhaus, 2011). Additionally, educators established guidance and support programs to guide and encourage families to participate more actively in the educational process. ...
Despite the legal requirements for families to participate in the education of children with special needs, the implementation of these requirements is often inconsistent due to a lack of awareness among both families and educators. This study was conducted to critically examine the roles, challenges, and effective strategies for family involvement using Bronfenbrenner’s Ecological Systems Theory to explain the complex relationship between family and educational systems in supporting child development. Using a mixed-methods research design, this study combines quantitative data from a survey of 157 preschool teachers with qualitative data from in-depth interviews with 16 educators who have experience in inclusive classroom settings. Quantitative analysis showed no significant differences in the implementation of family involvement strategies based on teachers’ professional seniority or gender (p > 0.05). However, educators who implemented classroom adaptations for students with special needs showed higher levels of effective family involvement (p < 0.05). Qualitative findings identified significant barriers to family involvement, such as time constraints due to parents’ work commitments, socio-economic and educational disparities, and inadequate communication between families and schools. Educators proposed solutions, including flexible scheduling, targeted awareness initiatives, and enhanced collaboration among stakeholders to overcome these obstacles. The insights from this study are essential for policymakers, educators, and families working to create inclusive educational environments that effectively address the needs of children with special needs. Recommendations for future research include expanding the study to diverse geographic regions and educational levels and conducting a comprehensive examination of the long-term effects of family involvement on children’s academic and social outcomes, as well as on teachers’ professional development and satisfaction within inclusive education frameworks.
... The promotion of such partnerships is also present in progressive iterations of the EYFS curriculum (DfE, 2017(DfE, , 2021b. Little is known about what schools do to support parental engagement (Axford et al., 2019) but a few explicit frameworks to guide practice exist (Education Scotland, 2017;Goodall and Vorhaus, 2011;Hannon, 1995;Van Poortlviet et al., 2018). ...
COVID-19 impacted all aspects of children's lives. Research showed that teachers were most concerned about Communication and Language, and Personal, Social and Emotional Development, two of the three Prime Areas of the Early Years Foundation Stage which underpin all learning. The pandemic had a significant impact on early years settings. Practitioners reacted quickly, adapting the way they worked with children and families to ensure all children were supported, whether at home or in the education setting. This paper examines these short-term responses and reflects on what the disruption tells us about what is important to early years practitioners and parents. The Language Intervention in the Early Years (LIVELY) project, focusing on language and communication skills in the Early Years Foundation Stage, started just before the first lockdown and was therefore ideally placed to investigate changes that resulted from the pandemic. We interviewed 11 practitioners, from 10 schools and 1 nursery in the North East of England. Within the group, the experiences of children, families and practitioners varied; our aim was to identify common themes. Parental engagement, the relationships between schools and parents/caregivers which enable children's learning, became even more central and much of the support provided by settings focused on how parents and carers interacted with their children to support language and communication. This paper identifies some of the benefits of the imposed changes and how these could continue in early years settings post-pandemic.
... However, today it is more likely to work with the thesis that not the education of the parents, but the quality of time spent together is essential for children. In England, for example, parents are strong players in the field of home preparation, their support is expected, and they are approached in this way; on the other hand, schools should also be obliged to help them methodically (Goodall & Vorhaus, 2011). ...
The paper discusses the issue of homework in primary education in Slovakia. It attempts to contribute to uncovering the homework narrative that is created and used by its teaching staff and to relate it to the discourse on homework and its place in education in the Anglo-American environment. The research used content analysis of the written products of 30 participants (teachers, educators in children’s school clubs, and teacher’s assistants). Data processing and analysis were carried out by thematic analysis. The results, concentrated in four topics, showed that the homework narrative in primary education is based on homework support. It clearly resonates with the teacher’s expectation of the involvement of the pupils’ parents in its completion. However, it is without the methodical support of the parents from the school. Part of the discourse is also the teachers’ prescription taking into account, particularly, the appropriate number of tasks, their attractiveness, an individual approach when assigning them, and the comprehensibility of homework for all persons involved. Such a setting should reflect potential inequalities between pupils concerning their family background. The narrative revealed details the semantics of school-family relations and the pedagogical strategies of teachers in primary education.
... However, focusing only on programs for parents is insufficient. Families across the economic spectrum tend to hold similar beliefs about education and engagement (Goodall & Vorhaus, 2011), although the ways in which parents exhibit engagement varies in different cultures (Bradley & Corwyn, 2005). Fully addressing the effects of socio-economic status on children also requires addressing inequities and systemic issues (Goodall, 2021). ...
This study examined the role of parenting practices on preschoolers’ secure exploratory behaviors; specifically, the extent to which parenting practices mediate the relationship between socio-economic status, perceived neighborhood support, parental depression and children’s exploratory behaviors. The participants (n = 3268) were parents of young children (Mage = 50.82 months; 50% identified as Latinx). Structural equation models revealed that parenting practices had a positive direct association with preschoolers’ secure exploration. Parental depression had a negative association with preschoolers’ secure exploration, whereas perceived neighborhood support and socio-economic status had positive associations with secure exploration. These associations were significantly mediated through parenting practices. The results demonstrate the crucial role parents play in fostering their child’s secure exploration by providing a secure base and exploratory experiences, and can inform policy and family education programs.
... The interests of teachers combined with parental scaffolding help develop children's socioemotional skills (McDoniel & Buss, 2018). Parental collaborations foster students' interest in school (Goodall & Vorhaus, 2011) and support learning and good behaviors (Rodriguez, 2017). Classroom behaviors and achievements are influenced by how parents treat their children (Jeffries, 2012). ...
This study describes teachers’ perspectives on disruptive student behaviors in early childhood education classrooms in Khyber Pakhtunkhwa, Pakistan. Using an ecological model, this paper describes interviews with 26 teachers working in early childhood education. The findings show that home, school, and society do not play optimal roles in children’s education, which leads to disruption in classrooms. Illiteracy and socioeconomic problems at home prevent parents from playing their required roles, and schools are often overcrowded and have unattractive classrooms. Teachers are minimally qualified and have few teaching-learning materials at their disposal. Fear of violence is another factor. These factors do not support the behavioral development of young children. The three major circles (home, school, society) that comprise a child’s ecology are inadequate, which leads to classroom disruption, lack of motivation, and poor behavior that endangers the continuation of education.
... In South Africa, for example, grandmothers are often the caregivers, especially in rural environments. The educational role of families has been borne out by subsequent research studies and is no less true when children have special needs arising from a disability [27]. ...
... They outline the activities that will be used in the home as well as in school to achieve the child's goals. A formal review of the plan is held each year in the school to which parents are invited, but informal reviews can occur more regularly between teachers and parents so that plans can be adjusted according to the child's progress and emerging needs [27]. ...
Universal education is an elusive goal in many countries, especially for disabled children. Nonetheless, determined efforts around the globe have shown that it can become a reality once existing systems were re-imagined by practitioners who arguably have been to the fore more so than academic researchers. Their efforts have identified new ways of thinking about children’s disabilities, the introduction of new practices in schools, forging partnerships between teachers and parents and mobilising community resources. Societal change is both a consequence of and a support to these local systems. The complexity of creating education for all may be daunting, but it is achievable when driven by committed, creative and inspirational leadership from practitioners, as is evident from the examples provided in this paper, which were further validated by research and evaluation into their efforts.
... 73). Clearly, the study of parental engagement during a pandemic involves investigating a contemporary phenomenon and there is strong evidence that parental engagement is context-dependent [50,51]. A case study design was therefore seen to be more appropriate than attempting to combine data across different schools. ...
... 73). Clearly, the study of parental engagement during a pandemic involves investigating a contemporary phenomenon and there is strong evidence that parental engagement is contextdependent [50,51]. A case study design was therefore seen to be more appropriate than attempting to combine data across different schools. ...
... However, teachers in this study were pessimistic about the likelihood of retaining many of the positive changes. Pre-pandemic issues related to a lack of parental engagement training [26,50,79] and significant teacher workloads [58] have not been addressed. Concerningly for policymakers, even Early Career Teachers trained under the new Initial Teacher Training framework [81] reported receiving no training in relation to parental engagement. ...
Parental engagement is of interest to teachers, school leaders, researchers, and policy makers as a key driver of pupil outcomes. Existing evidence suggests that parental engagement with learning in the home is most effective, but English schools often prioritise school-based events. However, the move to home-learning due to COVID-19 required parents and teachers to play different roles in relation to learning and in relation to each other. Little is known about how this has affected teachers' perceptions of parental engagement. This mixed-methods, longitudinal case study examined whether teachers' perceptions of parental engagement changed during COVID-19. Data was gathered from teachers at one large English primary school using interviews (n = 9) and questionnaires (n = 16). Data from before and after the school closures was compared. Teachers reported that parental engagement had become increasingly digital, flexible, and wellbeing-focussed during the school closures. However, teachers were pessimistic about the likelihood of retaining any benefits and their future plans remained focussed on school-based parental engagement events. Whilst school closures resulted in a temporary positive shift towards partnerships and family-centric parental engagement, teachers now need time and training to embed these changes. Without this, some of the potential benefits of the home-learning period may be lost.
... Epstein (1987Epstein ( , 1995Epstein ( , 2001 identified the following types of parental engagement: parenting, communicating with school, volunteering in school, learning at home, decision making, and collaborating with the community. Whilst Epstein's research was mostly conducted in the U.S., similar roles were identified by a U.K.-based review of parental engagement (Goodall and Vorhaus, 2011). ...
... Significant attempts must be made to tackle misconceptions among teachers and school leaders if the full potential of parental engagement as a tool for school improvement is to be realized. This is likely to require staff training (Goodall and Vorhaus, 2011) and scaffolded opportunities for staff and parents to mix authentically within the local community (Pushor and Amendt, 2018). ...
Understanding what different stakeholders mean by “parental engagement” is vital as school leaders and policy makers increasingly turn to parental engagement to improve pupils’ outcomes. Yet, to-date, there has been little examination of whether parents’, teachers’, and school leaders’ conceptions of parental engagement match those used in research and policy. This case study used online questionnaires to explore the conceptions of parental engagement held by 103 parents and 40 members of staff at one large English primary school. The results showed that only a quarter of school staff conceptualized parental engagement in relation to learning at home and that school leaders appeared to overestimate the impact of school-based activities. This is at odds with previous research suggesting that it is parental engagement with learning in the home – rather than parents’ involvement with school - that is associated with pupil attainment. This suggests that there might be a striking mismatch in the way that parental engagement is conceptualized by researchers advocating for its efficacy, and by school staff devising and implementing parental engagement initiatives. It is vital to raise awareness of this possibility amongst practitioners, researchers, and policy makers because any such mismatch could result in the misdirection of time and resources and the undermining of parental engagement’s potential as a powerful tool for raising attainment and closing achievement gaps.
... Children had no choice but to study at home during lockdowns and school closures, and this situation required parental support. Parental engagement has been shown to have a positive impact on children's education at home (Goodall and Vorhaus 2011), but the conditions of the pandemic challenged traditional modes of learning. ...
Unlabelled:
The COVID-19 pandemic brought dramatic changes to society, and many temporary changes, such as lockdowns and school closures, have had lasting effects on education and learning. School closures temporarily moved education to the home, where parents had to take responsibility for their children's education, and technology became an essential tool for supporting learning. This study examines the impact of parental confidence in using technology on parental support for children's education at home during the first COVID-19 lockdowns. Researchers and educational officers from 19 countries conducted an online survey from May to July 2020 and collected data from 4600 parents with children 6-16 years old. Participants were selected via snowball sampling. Data were analyzed quantitatively using simple tabulation, correlation analysis, and multiple linear regression. The results showed a relationship between parental support for children's education at home and parental confidence in using technology in all participating countries except for Pakistan. Furthermore, the data indicated that in almost all participating countries, parental confidence in using technology greatly impacted parental engagement in children's education at home, even after controlling for socioeconomic status.
Supplementary information:
The online version contains supplementary material available at 10.1007/s43545-023-00672-0.
