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Information
| Unit | INSTITUTE OF SOCIAL SCIENCES |
| PRESCHOOL EDUCATION (PhD) | |
| Code | OÖ1009 |
| Name | Family Participation in Early Childhood Educatio |
| Term | 2025-2026 Academic Year |
| Term | Spring |
| Duration (T+A) | 4-0 (T-A) (17 Week) |
| ECTS | 8 ECTS |
| National Credit | 4 National Credit |
| Teaching Language | Türkçe |
| Level | Doktora Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Dr. Öğr. Üyesi RAZİYE GÜNAY BİLALOĞLU |
| Course Instructor |
The current term course schedule has not been prepared yet.
|
Course Goal / Objective
The general aim of this course is to comprehend the importance of family education and family participation in early childhood, the factors that determine family participation and how family participation can be realized.
Course Content
The importance and purpose of family education and involvement in early childhood education; family theories; family involvement studies; planning, implementation and evaluation of family involvement; determinants of family involvement (competent parenting behaviors, parental self-efficacy, maternal gatekeeping, parental stress, psychological characteristics of parents), parenting process model (Belsky), examination of current research on family involvement and planning, conducting and reporting research on family involvement.
Course Precondition
There is no prerequisite for the course.
Resources
Aile Eğitimi ve Katılımı. Her Yönüyle Okul Öncesi Eğitim Seti Hedef Yayıncılık Aktaş Arnas, Y. (Ed.) (2011). Aile eğitimi ve okul öncesinde aile katılımı. Ankara: Vize Yayıncılık. Cömert, D. ve Erdem, E. Erken çocukluk döneminde aile eğitimi. Ankara: Eğiten Kitap Yayınevi Çağdaş, A. ve Şahin Seçer, Z. Anne baba eğitimi. Ankara: Eğiten Kitap Yayınevi Hornby, G.(2000). Improving parental involvement. London: Continuum International Pub.
Notes
Balkar, B. (2009).Okul-aile işbirliği sürecine ilişkin veli ve öğretmen görüşleri üzerine nitel bir çalışma. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3 (36), 105-123. Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76(9), 701-712. Hornby, G. & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37-52. OECD (2018). Parental involvement in school activities. PISA 2018 Results (Volume III) What school life means for students’ lives. https://www.oecd-ilibrary.org/sites/acd78851-en/1/2/11/index.html?itemId=/content/publication/acd78851-en&_csp_=34b83bd6f1788b01629355b271dcc687&itemIGO=oecd&itemContentType=book&azure-portal=true#s74 Ozmen, F., Akuzum, C., Zincirli, M. & Selcuk, G. (2016). The communication barriers between teachers and parents in primary schools,” European Journal of Educational Research, 66, 27–46. Pasidya, W. & Murugan, P. B. (2023). Assessing the barriers to parental involvement in early childhood development education in blantyre rural area: A case study of T/A Kuntaja. International Journal of Humanities Social Science and Management. 3 (4), 856-865 Pena, D. C. (2000). Parent involvement: Influencing factors and implications. The Journal of Educational Research, 94 (1), 42-54. Pomerantz, E. M., Moormann, E. A. & Litwack, S. D. (2007). The how, whom, and why of parents’ involvement in children’s academic lives: More is not always better. Review of Educational Research, 77 (3), 373-410. Saeed, M., Ahmad, I., Salam, M., Badshah, R., Ali, S. & Haq, S. (2013). Critical analysis of problems of school teachers in Pakistan: challenges and possible solutions. Journal of Education and Practice, 4 (4),169–175. Souto-Manning, M. & Swick, K. J.(2006). Teachers’ beliefs about parent and family involvement: rethinking our family involvement paradigm. Early Childhood Education Journal, 34 (2), 187–193. Yulianti, K., Denessen, E., Droop, M. & Veerman, G.-J. (2019). Transformational leadership for parental involvement: how teachers perceive the school leadership practices to promote parental involvement in children’s education. Leadership and Policy in Schools, 20 (2), 277–292. Yulianti, K., Denessen, E., Droop, M. & Veerman, G.-J. (2022). School efforts to promote parental involvement: the contributions of school leaders and teachers. Educational Studies, 34, 1–16.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains the importance of family in child education. |
| LO02 | Expresses the purpose of family education. |
| LO03 | Discusses the purpose and importance of family participation. |
| LO04 | Explains the determinants of family participation. |
| LO05 | Describes family involvement activities and its content. |
| LO06 | Expresses the purpose and scope of school-family cooperation. |
| LO07 | Discusses issues related to family involvement within the framework of current research results. |
| LO08 | Conducts research focusing on current issues and concepts within the scope of family involvement. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Develops and deepens the current and advanced knowledge in preschool level based on master's qualifications at the level of expertise and reach original definitions that will bring innovation to science. | |
| PLO02 | Bilgi - Kuramsal, Olgusal | Defines the scientific research and analysis methods used in social sciences at advanced level. | |
| PLO03 | Bilgi - Kuramsal, Olgusal | Establishes relationships between the various disciplines and subfields to which the field is related, and obtains original results by using the expertise knowledge in the analysis, synthesis and evaluation of new and complex ideas. | 3 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Approaches the new knowledge in his / her system in a systematic way and conducts an advanced research about his / her field. | 4 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Develops a new scientific method that brings innovation to science or applies a known method to a different area; At this point, he / she designs and performs an original research. | |
| PLO06 | Bilgi - Kuramsal, Olgusal | Makes a critical analysis, synthesis and evaluation of national and international pre-school practices | 2 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Extends the boundaries of knowledge in his / her field by publishing scientific papers related to his / her field in national and / or international refereed journals. | 3 |
| PLO08 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Makes leadership in original and interdisciplinary studies. | |
| PLO09 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Works independently or as a team member in case of problems related to his / her field | 3 |
| PLO10 | Beceriler - Bilişsel, Uygulamalı | Develops new ideas and methods related to the field by using high level mental processes such as problem solving and decision making. | |
| PLO11 | Beceriler - Bilişsel, Uygulamalı | Develops effective teaching strategies in order to provide students with the knowledge and skills related to their field and applies them on theoretical, interactive and ethical grounds. | |
| PLO12 | Beceriler - Bilişsel, Uygulamalı | Questions of social and social issues from a critical point of view and open to new perspectives. | 3 |
| PLO13 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Communicates by considering the cultural differences in all national and international studies. | |
| PLO14 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Presents scientific studies in a written, oral and visual way to experts or non-experts using information and communication technologies effectively. | 4 |
| PLO15 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Establishes and discusses written, oral and visual communication at an advanced level by using a foreign language at least at European Language Portfolio C1 Level. | |
| PLO16 | Yetkinlikler - Alana Özgü Yetkinlik | Develops solutions on social, scientific and ethical issues related to the field and supports the development of these values at national and international level. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction of course content, resources, strategies, methods and techniques to be followed. | no preparation required | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 2 | The concept of family, functions of the family, family types and family in the education of the child in the historical process | Reading related resources | Öğretim Yöntemleri: Anlatım, Tartışma, Soru-Cevap |
| 3 | Definition and purpose of family education, family education approaches and programs | Reading and reporting related sources | Öğretim Yöntemleri: Anlatım, Tartışma, Grup Çalışması |
| 4 | Definition, scope and legal basis of school-family cooperation | Reading and reporting related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Rol Oynama, Grup Çalışması |
| 5 | Definition of family involvement, its purpose, problems and obstacles encountered in family involvement | Reading and reporting related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Bireysel Çalışma |
| 6 | School-based family involvement activities | Reading and reporting related sources | Öğretim Yöntemleri: Anlatım, Tartışma, Alıştırma ve Uygulama |
| 7 | Home-based family involvement activities | Reading and reporting related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Grup Çalışması |
| 8 | Mid-Term Exam | exam preparation | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | Parenting process model (Belsky) | Reading and reporting related sources | Öğretim Yöntemleri: Anlatım, Tartışma, Soru-Cevap |
| 10 | Determinants of family involvement (parental behaviors, parenting self-efficacy, psychological characteristics of parents) | Reading and reporting related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması |
| 11 | Father involvement | Reading and reporting related sources | Öğretim Yöntemleri: Anlatım, Tartışma, Bireysel Çalışma |
| 12 | Current issues in family involvement (maternal gatekeeping) | Reading and reporting related sources | Öğretim Yöntemleri: Anlatım, Tartışma, Bireysel Çalışma |
| 13 | Family involvement in rural areas | Reading and reporting related sources | Öğretim Yöntemleri: Anlatım, Tartışma, Bireysel Çalışma |
| 14 | Examination and discussion of current research on family education and participation | Reading and reporting related sources | Öğretim Yöntemleri: Anlatım, Tartışma, Soru-Cevap |
| 15 | Presentation of the research report related to the course content | Preparing a research report | Öğretim Yöntemleri: Grup Çalışması, Bireysel Çalışma |
| 16 | Term Exams | exam preparation | Ölçme Yöntemleri: Yazılı Sınav |
| 17 | Term Exams | exam preparation | Ölçme Yöntemleri: Yazılı Sınav |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 4 | 56 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 4 | 56 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 4 | 20 | 80 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 10 | 10 |
| Final Exam | 1 | 10 | 10 |
| Total Workload (Hour) | 212 | ||
| Total Workload / 25 (h) | 8,48 | ||
| ECTS | 8 ECTS | ||