Effective education of the next generation requires us to recognize the needs, wishes and experiences of children and their families. That means that it is both an educational and a professional nonsense for schools to operate in ignorance of, and isolation from, the families they serve (Bastiani, 1986). It is this fact that makes imperious the need for parent-teacher communication and cooperation and the need for parents to be involved in their children’s education and to be working collaboratively with teachers. Yet, the lack of Greek literature and research over the topic implies that the theme of parental involvement has not attracted the required attention.
The present study seeks to evaluate Greek programs’ quality as far as provisions for parents and parental involvement are concerned. More precisely, the present study aims to: a) examine whether there are differences among different types of settings as far their policy for parental involvement is concerned, b) clarify the types of communication among parents and teachers in Greek pre-school settings, c) explore whether Greek parents are encouraged to get involved in the program their children attend and d) ascertain whether Greek parents have a role to play in their children’s setting. More precisely, using ECERS-R, researchers aimed to evaluate quality in 17 Greek preschool settings, concerning aspects of provision for parents.
|Keywords:||Parental Involvement, Provisions for Parents, ECERS-R, Greek Preschool Settings|
Assistant Professor, Department of Early Childhood Education, University of Ioannina, Ioannina, Ioannina, Greece
Casual Teacher, TEi of Epirus, University of Ioannina, Ioannina, Ioannina, Greece
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