Browsing by Subject "vanhempien osallisuus"

Sort by: Order: Results:

Now showing items 1-3 of 3
  • Khan, Mina (Helsingin yliopisto, 2021)
    Finnish students with an immigrant background get lower learning results compared to their native peers. According to previous research, home-school collaboration has a significant impact on students’ school performance. Therefore, this study is interested in the experiences foreign parents have with home-school collaboration, how home-school collaboration manifests in practice and what kind of suggestions do foreign parents have to improve the quality of home-school collaboration. Hornby’s (2000) model for parental involvement will act as the theoretical background for this study, as it illustrates what kind of needs and contributions parents have regarding collaboration with the school. This research was conducted as a multiple case study. The data was gathered through interviews with and was analysed by a deductive content analysis. A total of six parents took part in the study. Three parents spoke Farsi as their mother tongue, two spoke Bengali and one spoke Dari. The interviews were conducted in the parents’ mother tongue and when needed, an interpreter was present. The foreign parents’ experiences with home-school collaboration regarded how the school pays attention to the needs and wishes of the parents. In the positive experiences which the parents’ mentioned, the school had been able to take notice of the parents’ needs. However, in the negative experiences the school had ignored parental needs. The lack of attention to parental needs were also reflected in the parents’ suggestions for improving home-school collaboration, as they mentioned their wish for schools to take more into consideration the needs and wishes of parents. The results of this study make apparent how the school is unable to utilize the contributions of foreign parents’ contributions. Additionally, they do not attend to the needs of foreign parents. One way to improve home-school collaboration with foreign parents, is to utilize the resource of multilingual advisors as this way at least the language barrier between home and school would be removed.
  • Leivo, Hanna-Leena (Helsingin yliopisto, 2017)
    The concept of involvement and participation has been proven to be diverse in previous studies. The different interpretations of involvement have provided several kinds of activity in the society. On the other hand, the multiplicity of involvement has brought up many levels for involvement activity. Participation in a context of early childhood education has been an object of development for decades. The new law for Early Childhood Education and the norms that have been set for early childhood education have given clear goals for the involvement of children and parents from now on. The diversity and large range of families affects involvement in early childhood education. The purpose of this study was to find out what kind of experiences parents have about their personal involvement in early childhood education and in this way to get the information needed that will improve opportunities for successful and better-quality involvement of parents. This study describes what kind of involvement is experienced by parents in early childhood education and what issues in early childhood education build up parents' involvement. Methods. This study was carried out by using qualitative methods. The research data was collected from parents with children in early childhood education in the form of narrative. The participants were from both Finnish and multicultural backgrounds; from two different kindergartens. The data consisted of 20 narratives, which were analyzed by means of content analysis. Results and Conclusions. The results of the study showed that parental involvement in childhood education is based on their access to information, mutual appreciation, the staff's attitude and self-interest. Open and continuous interaction between the parent and the kindergarten, as well as activities of everyday life are of great importance in parental involvement. Based on the research data, parents felt involved in various conversation and interaction situations. They felt their involvement personally and mainly through their own children, but things were also felt to have an impact on other parents and families. The involvement of parents in early childhood education needs, above all, an appreciative and safe environment. It is important for early childhood professionals to recognize the features of genuine involvement, not forgetting the sharing of authority and responsibility with parents. In addition, it is important for professionals to maintain the good interaction skills in constantly changing circumstances.
  • Tanneraho, Maija (Helsingfors universitet, 2014)
    The main objective in this research is to bring forth the elements of parent involvement, which are found in the context of Finnish early childhood education according to experiences and personal opinions among early childhood educators. The Includ-ED –project (Strategies for Inclusion and Social Cohesion in Europe from Education 2006), has been used as a frame for the research. This EU project, carried out between 2006-2011, was promoting social inclusion. As background research I have unraveled how the co-operation between educators and parents develops into educational partnership, since parent participation intersects both. The aim for the applied research problems were to highlight factors promoting and preventing inclusion and co-partnership. The research had a qualitative viewpoint. Elements and phenomena of parent involvement in early childhood education were to be brought out in the case study through human experience among early childhood educators. A case study consisting of a co-operation network of early childhood educators from one particular day care center formed the research context. The research material was gathered during autumn 2009 by interviewing early child-hood educators and their fellow educational professionals in a day care center situated in Helsinki metropolitan area. The research material consisted of four standardized open interviews. The analysis of the transcripted research material was carried out by content analysis. The research material revealed six elements promoting parent involvement; cooperation, interaction, respect, trust, tolerance and also the helping of parents in Finnish early childhood education context. The research material also revealed three elements preventing or obstructing parental involvement; areal demographical and social diversity, language problems and children's problems as a disincentive in parent involvement. The most significant promoting element in parent involvement was scheduled or prearranged pedagogical discussions between parents and educators. According to this research the lack of a mutual language between parents and educators prevented parent involvement, which was emphasized in daily interactions or encounters. As a result of this research it is proposed, that it is highly important to offer further training to early educational personnel if required and to pay attention to the possibilities of the workplace to improve and develop its working methods, by granting it time for professional discussions.