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/).
Cite this article
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 -