The The family involvement in different early childhood curricula and approaches in the world
Keywords:
Family involvement, Early childhood, Approaches, Curricula and models
Abstract
Family involvement, an important element of effective early childhood education programs, is crucial for children's learning processes and development. With family involvement, while families have the opportunity of participating and contributing to their children's development and learning processes schools gain unique information about children's interests, needs and experiences. A positive cooperation to be developed between families and schools helps children to integrate home and school lives. The aim of this study is to present the current situation by reviewing the literature in terms of family involvement and discuss and compare the family involvement dimension of the Primary Years Program (PYP), Montessori, Reggio Emilia, Creative Curriculum and Te Whāriki programs, which are early childhood education programs and approaches around the world. For this purpose, a review study has been conducted.
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References
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Güler, T. & Yaltırık, İ. (2011). Erken çocukluk eğitiminde İlk Yıllar Programı’nın öğretmen görüşleri ile incelenmesi. Eğitim ve Bilim, 36(160), 266-280.
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Oğuz, V. & Köksal-Akyol, A. (2006). Çocuk eğitiminde Montessori yaklaşımı. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 15(1), 243-256.
Reynolds, A. J. (1998). Developing early childhood programs for children and families at risk: Research-based principles to promote long-term effectiveness. Children and Youth Services Review, 20(6), 503-523.
Rimm-Kaufman, S. E., Pianta, R. C., Cox, M. J. & Bradley, R. H. (2003). Teacher-rated family involvement and children's social and academic outcomes in kindergarten. Early Education and Development, 14(2), 179-198.
Sheldon, S. B. (2003). Linking school-family-community partnerships in Elementary schools to student achievement on state tests. Urban Review, 35(2), 149-165.
Şahin, F. (2017). Reggio Emilia yaklaşımı. In F. Temel (Ed.), Erken çocukluk eğitiminde yaklaşımlar ve programlar (pp. 445-477). Ankara: Vize.
Temel, F., Aksoy, A. B. & Kurtulmuş, Z. (2015). Erken çocukluk eğitimde aile katlımı çalışmaları. In F. Temel (Ed.), Aile eğitimi ve erken çocukluk eğitiminde aile katılım çalışmaları (3rd ed.) (pp. 327-362). Ankara: Anı.
Temel, Z. F. & Toran, M. (2017). Montessori eğitim yöntemi. In F. Temel (Ed.), Erken Çocukluk Eğitiminde Yaklaşımlar ve Programlar (pp. 141-190). Ankara: Vize.
Thornton, L. & Brunton, P. (2009). Understanding the Reggio approach: early years education in practice. New York, NY: Routledge.
Thornton, L. & Brunton, P. (2014). Bringing the Reggio approach to your early years practice. New York, NY: Routledge.
Tuncer, B. (2015). Okul öncesi eğitimdeki çağdaş yaklaşımların incelenmesi ve MEB okul öncesi programıyla karşılaştırılması. International Journal of Field Education, 1(2), 39-58.
Van Voorhis, F. L., Maier, M. F., Epstein, J. L., & Lloyd, C. M. (2013). The impact of family involvement on the education of children ages 3 to 8: A focus on literacy and math achievement outcomes and social-emotional skills. Retrieved from https://www.mdrc.org/sites/default/files/The_Impact_of_Family_Involvement_FR.pdf.
Weed, D. L. (1997). Methodologic Guidelines for Review Papers. Journal of the National Cancer Institute, 89(1), 6-7.
Weiss, K. (2013). Teachers' perspectives on assessment of the learner profile attributes in the primary years programme. Unpublished master's thesis, Bilkent University, Ankara.
Yaşar-Ekici, B. (2015). Okul öncesi eğitimde uygulanan çocuk merkezli yaklaşımların kuramsal temel, eğitim ortamı ve öğretmenin rolü açısından karşılaştırılması. Akademik Sosyal Araştırmalar Dergisi, 3(12), 192-212.
Zhang, Q. (2013, November). Why do New Zealand parents become involved in their children’s early childhood education? Paper presented at the NZARE Conference & Annual Meeting, Hamilton, New Zealand.
Aslan, D. (2005). Okul öncesi eğitimde Reggio Emilia yaklaşımı. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14(1), 75-84.
Bennett, T. (2001). Reactions to visiting the infant-toddler and preschool centers in Reggio Emilia, Italy. Early Research and Practice, 3(1). Retrieved from https://archive.org/details/ERIC_ED453001.
Çamlıkaya, Ş. E. (2007). A close look into the IB PYP programme and a sample appiıcatıon from the IB PYP curriculum of a primary school that implements the Turkish natıonal curriculum. Unpublished master’s thesis, Yeditepe University, İstanbul.
Danişman, Ş. (2012). Montessori yaklaşımına genel bir bakış ve eğitim ortamının düzenlenmesi. Eğitimde Politika Analizi Dergisi, 1(2), 85-113.
Demirel, Ö. (2005). Kuramdan uygulamaya eğitimde program geliştirme. Ankara: Pegem.
Dodge, D. T., Colker, L. J. & Heroman, C. (2008). The creative curriculum for preschool (College Edition). Washington DC: Teaching Strategies.
Düşek, G. & Dönmez, B. (2012). Türkiye'de yayımlanan okul öncesi eğitim programları. Mesleki Bilimler Dergisi, 1(1), 68-75.
Edwards, C. P. (2002). Three approaches from Europe: Waldorf, Montessori, and Reggio Emilia. Early Childhood Research & Practice, 4(1). Retrieved from https://ecrp.uiuc.edu/v4n1/edwards.html.
Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools. Westview Press.
Erkan, S. (2015). Aile ve aile eğitimi ile ilgili temel kavramlar. In F. Temel (Ed.), Aile eğitimi ve erken çocukluk eğitiminde aile katılım çalışmaları (pp. 3-48). Ankara: Anı.
Fink, A. (2009). Conducting research literature reviews: From the Internet to paper. CA: Sage.
Giudici, C., Rinaldi, C. & Krechevsky, M. (Eds.) (2001) Making learning visible: children as group and individual and group leaders. Reggio Emilia Italy: Reggio Children.
Güler, T. & Yaltırık, İ. (2011). Erken çocukluk eğitiminde İlk Yıllar Programı’nın öğretmen görüşleri ile incelenmesi. Eğitim ve Bilim, 36(160), 266-280.
Henderson, A. T., Mapp, K. L., Johnson, V. R. & Davies, D. (2007). Beyond the bake sale: The essential guide to family-school partnerships. New York: New Press.
IBO (2002). School’s guide to the Primary Years Programme. Geneva: International Baccalaureate Organization.
IBO (2014). The International Baccalaureate Primary Years Programme (PYP) in Victorian Government Primary Schools, Australia, Final Report. Retrieved from https://www.ibo.org/globalassets/publications/ib-research/pyp/pypinaustraliafinalreport.pdf.
Isaacs B. (2012). Understanding the Montessori approach: Early years education in practice. New York, NY: Routledge.
İnan, H. Z. (2012). Okul öncesi eğitimde çağdaş yaklaşımlar: Reggio Emilia yaklaşımı ve Proje yaklaşımı. Ankara: Anı.
Karip, K. & Köksal, K. (1996). Etkili eğitim sistemlerinin geliştirilmesi. Eğitim Yönetimi, 2(2), 245-257.
Korkmaz, H. E. (2005). Montessori Method and Montessori schools: Investigation Montessori schools in Turkey in terms of management and finance. Unpublished master’s thesis, Marmara University, İstanbul.
Marcon, R. A. (1999). Positive relationships between parent school involvement and public school intercity preschoolers’ development and academic performance. School Psychology Review, 28(3), 395-412.
Morrison, M. A. (2004). Tips on scientific writing. Retrieved from https://www.nhn.ou.edu/~morrison/Teaching/ WritingTips.pdf.
Mutlu, B., Ergişi, A., Bütün-Ayhan, A. & Aral, N. (2012). Okul öncesi dönemde Montessori Eğitimi. Ankara Sağlık Bilimleri Dergisi, 1(3), 113-128.
New Zealand Ministry of Education. (1996). Te Whāriki early childhood curriculum. Wellington: Learning Media Limited. Retrieved from https://www.education.govt.nz/assets/Documents/Early-Childhood/te-whariki.pdf.
Oğuz, V. & Köksal-Akyol, A. (2006). Çocuk eğitiminde Montessori yaklaşımı. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 15(1), 243-256.
Reynolds, A. J. (1998). Developing early childhood programs for children and families at risk: Research-based principles to promote long-term effectiveness. Children and Youth Services Review, 20(6), 503-523.
Rimm-Kaufman, S. E., Pianta, R. C., Cox, M. J. & Bradley, R. H. (2003). Teacher-rated family involvement and children's social and academic outcomes in kindergarten. Early Education and Development, 14(2), 179-198.
Sheldon, S. B. (2003). Linking school-family-community partnerships in Elementary schools to student achievement on state tests. Urban Review, 35(2), 149-165.
Şahin, F. (2017). Reggio Emilia yaklaşımı. In F. Temel (Ed.), Erken çocukluk eğitiminde yaklaşımlar ve programlar (pp. 445-477). Ankara: Vize.
Temel, F., Aksoy, A. B. & Kurtulmuş, Z. (2015). Erken çocukluk eğitimde aile katlımı çalışmaları. In F. Temel (Ed.), Aile eğitimi ve erken çocukluk eğitiminde aile katılım çalışmaları (3rd ed.) (pp. 327-362). Ankara: Anı.
Temel, Z. F. & Toran, M. (2017). Montessori eğitim yöntemi. In F. Temel (Ed.), Erken Çocukluk Eğitiminde Yaklaşımlar ve Programlar (pp. 141-190). Ankara: Vize.
Thornton, L. & Brunton, P. (2009). Understanding the Reggio approach: early years education in practice. New York, NY: Routledge.
Thornton, L. & Brunton, P. (2014). Bringing the Reggio approach to your early years practice. New York, NY: Routledge.
Tuncer, B. (2015). Okul öncesi eğitimdeki çağdaş yaklaşımların incelenmesi ve MEB okul öncesi programıyla karşılaştırılması. International Journal of Field Education, 1(2), 39-58.
Van Voorhis, F. L., Maier, M. F., Epstein, J. L., & Lloyd, C. M. (2013). The impact of family involvement on the education of children ages 3 to 8: A focus on literacy and math achievement outcomes and social-emotional skills. Retrieved from https://www.mdrc.org/sites/default/files/The_Impact_of_Family_Involvement_FR.pdf.
Weed, D. L. (1997). Methodologic Guidelines for Review Papers. Journal of the National Cancer Institute, 89(1), 6-7.
Weiss, K. (2013). Teachers' perspectives on assessment of the learner profile attributes in the primary years programme. Unpublished master's thesis, Bilkent University, Ankara.
Yaşar-Ekici, B. (2015). Okul öncesi eğitimde uygulanan çocuk merkezli yaklaşımların kuramsal temel, eğitim ortamı ve öğretmenin rolü açısından karşılaştırılması. Akademik Sosyal Araştırmalar Dergisi, 3(12), 192-212.
Zhang, Q. (2013, November). Why do New Zealand parents become involved in their children’s early childhood education? Paper presented at the NZARE Conference & Annual Meeting, Hamilton, New Zealand.
Published
2018-06-30
Section
Articles
How to Cite
Yıldız, C., & Durmuşoğlu, M. (2018). The The family involvement in different early childhood curricula and approaches in the world. International Journal of Curriculum and Instructional Studies (IJOCIS), 8(1), 23-38. https://doi.org/https://doi.org/10.31704/ijocis.2018.002
