Teacher-Parent Partnership on Early Childhood Education Curriculum Development

DOI

10.2991/assehr.k.201112.038How to use a DOI?

Keywords

Curriculum Development, Early Childhood Education, Teacher-Parent Partnership

Abstract

Developing teacher-parent partnerships doesn’t always seem easy. The rationale to establish the partnership requires strong commitment between school, family, and community members. This article portrays the results of a preliminary study that aims to identify condition of teacher-parent partnership. This research is a case study of six State Pembina Kindergartens in West Java, Indonesia. The participants of the study were twelve teachers and three parents. Research instruments employed included observation sheets and structured interviews. Data analysis were garnered from data reduction, data display, conclusion, and verification. The results of the study revealed: (1) rhetorically, both teachers and parents conveyed the importance of partnership between the school and parents in supporting the success of curriculum development; (2) parents and teachers carried out six types of partnerships such as parenting, home learning, communicating, volunteering, decision-making, and collaborating with community; and (3) the parents and teachers realized that the implementation of the partnership hadn’t been optimally developed. Based on the findings of the preliminary study, it is recommended that competent stakeholders should provide training for effective school-family-community partnership programs.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Leli Halimah
AU  - SY Margaretha
AU  - Mirawati
PY  - 2020
DA  - 2020/11/12
TI  - Teacher-Parent Partnership on Early Childhood Education Curriculum Development
BT  - Proceedings of the 2nd Early Childhood and Primary Childhood Education (ECPE 2020)
PB  - Atlantis Press
SP  - 212
EP  - 222
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.201112.038
DO  - 10.2991/assehr.k.201112.038
ID  - Halimah2020
ER  -