PARENTAL INVOLVEMENT IN THE CHILD DEVELOPMENT PROCESS AT HOME

Ausra Kazlauskiene, Justina Kravčenkaitė

Abstract


The article analyses the involvement of parents participating in the child's education process. The semi-structured interview method was chosen to collect the survey data. The content analysis method was used for the analysis of the research data. During the study, the aim was to find out what were the possibilities of parental involvement in the child's education process, and which parents were satisfied with the needs of the children. Parents who live in cities and villages are selected by the participants of the study. Data from a qualitative research analysis suggests that parents are divided into different parties to the opposition, where no one wants to engage in the child's educational process, while others actively contribute to the process of child's education. It has been disclosed that the lack of time planning and other factors make it impossible to contribute or minimally contribute to joint activities with the child.


Keywords


parent education; child development; parental involvement in child development

Full Text:

PDF

References


Bajoriūnas, Z. (2014). Šeimos ugdymo mokslas ir praktika. Vilnius: Kronta.

Barker, P. (2008). How social media is transforming employee communications at sun microsystems, global business and organizational excellence. HCI and UCD reader. Strategic usability research group, 27(4), 6-14.

Bednarska, M. (2014). School-house relationships on different stages of children and teenagers (youth) development. Pedagogika, 114 (2), 106–115.

Bitinas, B. (2013). Rinktiniai edukologiniai raštai. Edukologinis tyrimas: sistema ir procesas. Vilnius: Edukologija.

Bortkevičienė, J. (2016). Namų darbai – ne tėvams, o vaikams. Downloaded from https://www.15min.lt/gyvenimas/naujiena/seima/psichologe-jurate-bortkeviciene-namu-darbai-skiriami-ne-tevams-1026-695971

Bubnys, R. & Žydžiūnaitė, V. (2012). Refkeltyvus mokymas(is) aukštosios mokyklos edukacinėje aplinkoje. Mokslo studija. Šiauliai: Lucilijus.

Clark, B. L., Sheridan, S.M. & Woods, K. E. (2010). Elements in healthy family school partnerships. S.L. Christenson, A.L. Reschley (Eds.). Hand book of school-family partnerships. New York, NY: Routledge.

Cleary, S. (2008). Communication. A hands-on approach. Juta and Co: Lansdowne.

Cook, L. (2013). Interactions: collaboration skills for school professionals. 7th edition. Marilyn friend. California State University: Dominguez Hills.

Čiuladienė, G., Valantinas, A. & Pilkauskaitė-Valickienė, R. (2016). Peculiarities of parental involvement in children education in Lithuania. 10th international technology, education and development conference: conference proceedings. Valencia (Spain), 7589–7595.

Gelžinytė, I. & Bagdonas, A. (2017). Šeimų, auginančių 4-5 metų vaikus, dalyvavimas vaikų ugdomojoje. Ikimokyklinio ir priešmokyklinio ugdymo pedagogų rengimo problematika: konferencijos pranešimų medžiaga. Kaunas: Kauno kolegija.

Hornby, G. & Lafaele, R. (2011). Barriers to parental involvement in education: an explanatory model. Educational Review, Vol. 63, No. 1, 37–52.

Juodaitytė, A. (2000). Modernios vaiko ir vaikystės sampratos ir edukacinės ideologijos paieškos (prielaidos ir kryptys). Pedagogika, 41, p. 33–48.

Juodaitytė, A., Gaučaitė, R. & Kazlauskienė, A. (2009). Informavimas apie ikimokyklinį, priešmokyklinį ugdymą ir švietimo pagalbą. Šiauliai: Lucilijus.

Kazlauskienė, A., Valančienė, A. & Krasauskaitė, A. (2012). Experience of Parents as Partners of the Educational Process, Developing Children's Learning to Learn Competencies. Teacher Education, 19 (2), 31–52.

Lewis, A. E. & Forman, T. A. (2002). Contestation or Collaboration? A comparative study of home-school relations. Anthropology & Education Quarterly, 33 (1), 60–89.

Manukian, D. (2015). Tėvų vaidmuo mokykloje – nepageidaujami svečiai virsta visateisiais partneriais. Downloaded from https://www.15min.lt/naujiena/aktualu/svietimas/kitoks-tevu-vaidmuo-mokykloje-nepageidaujami-sveciai-virsta-visateisiais-partneriais-233-540815 .

Mcintosh, P. & Luecke, R. A. (2008). Interpersonal communication skills in the workplace. Second edition. Self-paced learning for a fast-paced world. USA: American Management Association.

Moorman, S. M. (2011). Social relations and aging. Handbook of sociology of Aging. USA: Springer.

Moss, K. J. (2006). Energy management in buildings. 2nd edition. London: Taylor and Francis.

Nacevičienė, J. (2017). Z kartos tėvai: pastebimos dvi skirtingos jų grupės, kurioms praverstų pagalba. Gyvenimas. Šeima. Downloaded from https://www.15min.lt/gyvenimas/naujiena/seima/z-kartos-tevai-pastebimos-dvi-skirtingos-ju-grupes-kurioms-praverstu-pagalba-1026-859986

Patrikakou, E. & Evanthia, N. (2016). The Power of Parent Involvement: Evidence, Ideas, and Tools for Student Success. USA: Center on Innovation & Improvement.

Pomerantz, E. M., Moorman, E. & Litwack, S. (2011). The how, whom, and why of parent’s involvement in children’s academic lives: more is not always better. Review of educational research, 77 (3), 373–410.

Valantinas, A. (2012). Tėvų į(si)traukimas į mokinių ugdymą. Švietimo problemos analizė. Švietimo ir mokslo ministerijos leidinių serija. Downloaded from http://www.smm.lt/uploads/documents/kiti/Tevu_itraukimas_i_mokiniu_ugdyma.pdf

Walker, S. P. et al. (2011). Inequality in early childhood: risk and protective factors for early child development. The Lancet, 378(9799), 1325-38.

Warren, M. R., Hong, S. & Rubin, C. L. (2010). Beyond the bake sale: a community based relational approach to parent engagement in schools. Teachers College Record, 111 (9), 2209–2254.

Žydžiūnaitė, V. & Sabaliauskas, S. (2017). Kokybiniai tyrimai. Principai ir metodai. Vilnius: Vaga.




DOI: http://dx.doi.org/10.17770/sie2019vol2.3830

Refbacks

  • There are currently no refbacks.