How to Strengthen Family Education in School-Family Partnerships for Primary School Students in the Context of the Internet

from the Perspective of Zone of Proximal Development Theory

DOI

10.2991/978-2-38476-271-2_7How to use a DOI?

Keywords

Zone of Proximal Development (ZPD); Collaborative Learning; Technology Integration; Family-School Partnerships; Primary Education

Abstract

Rapid advancements in technology and the increasing prevalence of the internet among young learners have reshaped educational paradigms. The study delves into the challenges and opportunities posed by these changes, emphasizing the importance of leveraging ZPD principles to enhance family-school partnerships and optimize technology for educational purposes. The primary aim of this qualitative study is to explore the practical applications of the ZPD theory within family education. It seeks to understand how parents, teachers, and primary school students navigate collaborative learning experiences, leveraging technology within the ZPD framework. By examining the intersection of family involvement, school partnerships, and technological integration, the research aims to provide insights into optimizing educational practices in contemporary settings. Employing qualitative research methods, 15 semi-structured interviews were conducted with primary school students, parents, and teachers. Thematic analysis was employed to extract and interpret data, unveiling perspectives, challenges, and strategies pertinent to family education. The study sought to uncover how ZPD principles are perceived, applied, and leveraged within family learning contexts. The research revealed the pivotal role of collaborative learning experiences within family settings, emphasizing parental guidance and scaffolding to optimize technology use. It highlighted the challenges faced in integrating technology into educational settings and emphasized successful strategies and practical recommendations for effective implementation. The study’s implications lie in enriching educational theories by applying ZPD principles to contemporary family education. It underscores the significance of collaborative learning, scaffolding, and leveraging technology within the ZPD framework, offering practical insights for educators, families, and policymakers to enhance educational practices in primary education.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Huiyun Yang
PY  - 2024
DA  - 2024/07/29
TI  - How to Strengthen Family Education in School-Family Partnerships for Primary School Students in the Context of the Internet
BT  - Proceedings of the 2024 5th International Conference on Mental Health, Education and Human Development (MHEHD 2024)
PB  - Atlantis Press
SP  - 41
EP  - 50
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-271-2_7
DO  - 10.2991/978-2-38476-271-2_7
ID  - Yang2024
ER  -