| Summary: | 碩士 === 國立政治大學 === 幼兒教育所 === 106 === Based on more than 40 years of experience in preschool education and family service, Head Start Office announced Parent, Family and Community Engagement (PFCE) Framework in 2011. It urged that preschools and parents actively establish a home-preschool partnership to promote young children’s school readiness and enhance the quality of preschools. Therefore, the purposes of this study were: (1)to investigate the current situation of parent engagement in early childhood education; (2)to clarify the reasons that affected parent engagement in early childhood education; (3)to explore parent engagement outcomes in early childhood education; (4)to integrate the practices of quality homepreschool partnership. Researcher used the qualitative case study to select six standard preschools of home-preschool partnership through word-of-mouth recommendations from Taipei City and New Taipei City, then interviewed with the principals, teachers and parents. After data were collected from the interviews and corresponded with the literature review, the analysis and discussion will be conducted.
The major results of this study were as follows:
1.Parent engagement in the preschools showed: (1)The principals, teachers and parents had a positive cognition of parent engagement, but were also wary. (2)Parent engagement could be divided into four phases. The first two phases of preschools were concerned that parents might interfere with preschool operation or aggravate teachers’ workload, so they still had some reservations about parent engagement. In the latter two phases of preschools, parent engagement contained the full participation of activities, teaching, administration and home education.
2.(1)The positive effects of parent engagement on parents could be divided into four aspects: parent-child relationship, parent education, social support and self-improvement. As the engagement phase progresses, parents will get promoted in all aspects. (2)For production process of parent engagement outcomes, the sequence could be ordered to discovery, surprise, understanding, affirmation, engagement.
3.Factors that affected the parent engagement included principal preparation (building a vision and goal, converging member consensus), teacher preparation (professional growth and self-awareness, encouraging and planning of multiple parent engagement), and parent preparation (recognizing parent engagement and support for preschool).
4.There were two parts of promoting quality home-preschool partnership. (1)Foundations: the principal and teacher awareness, teacher professional development, continuous improvement mechanism. (2)Impact areas: a friendly environment (including preschool-community relationship management), parent-teacher teaching and learning together, a strong culture of parent engagement.
This study suggested that preschools should promote home-preschool partnership step by step. Parents should understand the concepts and connotations of parent engagement, then became a good education partner. Teacher education units should train pre-service teachers with home-preschool partnership and parent engagement related knowledge. The educational administrative authorities should set a benchmark for promoting home-preschool partnership. Moreover, future studies could be directed toward the development of home-preschool partnership assessment tool, a study of the relationship between parent engagement outcomes and child outcomes, a research on family social capital and parent engagement, and the effect of community culture on the formation of home-preschool partnership.
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