TÜRKÇE
ENGLISH
Information
| Unit | INSTITUTE OF SOCIAL SCIENCES |
| PRESCHOOL EDUCATION (MASTER) (WITH THESIS) | |
| Code | OÖ727 |
| Name | School, Family, and Community Collaboration in Early Childhood |
| Term | 2026-2027 Academic Year |
| Term | Fall and Spring |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Belirsiz |
| 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 course aims to comprehensively examine the relationships between family, children, and community in early childhood; to discuss the influences of family, school, and community on child development; and to explore the opportunities and challenges that different contexts (out-of-school learning environments, rural and urban settings) present for collaboration among school, family, and community.
Course Content
The concept of family and the role of the family in children’s education throughout history; family factors influencing child development (parental attitudes, family communication, birth order, being an only child, gender, etc.); the effects of social structure on children, children’s rights, and social policy implementations; the reflections of childhood and family dynamics in rural areas on early childhood education; the definition, scope, and legal foundations of school-family-community collaboration; family participation, challenges and barriers encountered in family participation; models of family participation; school-based and home-based family participation activities; collaborative efforts with the community in early childhood education; the theoretical foundations of out-of-school learning environments and their role in school–family–community collaboration; school, family, and community collaboration in rural areas; review and discussion of current research.
Course Precondition
There are no prerequisites.
Resources
Aktaş Arnas, Y. (Ed.) (2011). Aile eğitimi ve okul öncesinde aile katılımı. Ankara: Vize Yayıncılık. Dardanou, M., & Brito, R. (2024). Family involvement in early childhood education and care: Insights from curriculum frameworks (Sociology of Education). Dohms, A. (Ed.). (2025). Family & community relationships (Open textbook). WisTech Open Gestwicki, C. (2023). Home, school, and community relations (Cengage Learning). Hornby, G.(2000). Improving parental involvement. London: Continuum International Pub. Koralek, D., Nemeth, K., & Ramsey, K. (2024). Families and educators together: Building great relationships that support young children. National Association for the Education of Young Children (NAEYC).
Notes
Anders, Y., Rossbach H.G., Weinert, S., Ebert, S., Kuger, S., Lehrl, S. Et al. (2012). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27, 231-244. Arnold, D. H., Zeljo, A., Doctoroff, G. L. & Ortiz, C.(2008). Parent involvement in preschool: Predictors and the relation of involvement to preliteracy development. School Psychology Review, 37 (1), 74-90. 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. Becker, H. J.,& Epstein, L. J. (1982). Parent involvement: A survey of teacher practices. The Elementary School Journal, 83 (2), 85-102. Echazarra, A. & Radinger, T. (2019). Learning in rural schools: Insights from PISA, TALIS and the literatüre. OECD Education Working Papers No. 196. https://www.oecd.org/content/dam/oecd/en/publications/reports/2019/03/learning-in-rural-schools_75ae062d/8b1a5cb9-en.pdf Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76(9), 701-712. Fan, X. ve Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychological Review, 13 (1), 1-22. Fantuzzo, J. & Tighe, E., Childs, S. (2000). Family involvement questionnaire: A multivariate assessment of family participation in early childhood education. Journal of Educational Psychology, 92(2), 367–370. Ford, L. & Amaral, D. (2006). Research on parent involvement: Where we’ve been, where we need to go. School Leadership Journal, 1 (6), 1-20. Hornby, G. & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37-52. Kohl, G., Lengua, L.J. & Mcmahon R.J. (2000). Parent involvement in school conceptualizing multiple dimensions and their relations with family and demographic risk factors. Journal of School Psychology, 38 (6), 501-523. Manolitsis, G., Georgiou, G. & Tziraki, N. (2013). Examining the effects of home literacy and numeracy environment on early reading and math acquisition. Early Childhood Research Quarterly, 28, 692-703. Marcon, R. A. (1999). Positive relationships between parents school involvement and publish school inner city preschoolers’ development and academic performance. School Psycology Rewiev, 28 (3), 395-412. 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.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains the role of the family and society in a child’s development at an academic level. |
| LO02 | Evaluates family-child-society interactions from different theoretical perspectives. |
| LO03 | As part of school-community collaboration, they plan activities that align with the theoretical foundations of out-of-school learning environments. |
| LO04 | Identifies the opportunities and disadvantages for family and community collaboration in early childhood education in rural areas. |
| LO05 | Develops original proposals on family-child-society relationships through academic research and literature reviews. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Describes and defines different scientific research methods and analyses used in social sciences. | |
| PLO02 | Bilgi - Kuramsal, Olgusal | Thoroughly explains the educational and developmental issues related to early childhood education. | 2 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Defines, describes and explains teaching strategies, methods and techniques. | 3 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Explains the interactions among different disciplines related to her/his field of study. | |
| PLO05 | Bilgi - Kuramsal, Olgusal | Relates knowledge in the field of early childhood education to the knowledge in other fields. | |
| PLO06 | Bilgi - Kuramsal, Olgusal | Explains the theoretical and applied knowledge in the field of study at expert level. | 2 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Critically reviews and reflects on the national and international approaches to early childhood education. | 4 |
| PLO08 | Bilgi - Kuramsal, Olgusal | Plans and executes a scientific research study. | 3 |
| PLO09 | Bilgi - Kuramsal, Olgusal | Applies different teaching strategies, methods and techniques. | 3 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Independently executes a study that requires expertise in his/her field. | 3 |
| PLO11 | Bilgi - Kuramsal, Olgusal | Works in a team and/or acts as a leader to solve problems in her/his field. | |
| PLO12 | Beceriler - Bilişsel, Uygulamalı | Questions and inquires into the social and scientific topics in a critical manner and is open to new perspectives. | |
| PLO13 | Beceriler - Bilişsel, Uygulamalı | Executes studies in her/his field of study in accordance with the life long learning perspective. | 3 |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | Becomes sensitive to and follows the social and technological developments. | 4 |
| PLO15 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Presents a research study that s/he conducted in the field of early childhood education to a group of experts or non-experts orally, visually or in writing, | 3 |
| PLO16 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Utilizes the information and communication technologies effectively. | 4 |
| PLO17 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Proficiently uses one of the languages in the European Language Portfolio at the level that enables her/him understand the knowledge base related to her/his field of study, communicate orally and verbally. | |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | Acts in accordance with the social, scientific, cultural and ethical standards when conducting a scientific research or concluding projects. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction of course content, resources, strategies, methods and techniques to be followed | No preparation is required. | Öğretim Yöntemleri: Anlatım |
| 2 | The concept of family, functions of the family, family types and family in the education of the child in the historical process. | Researching and reading sources on the subject. | Öğretim Yöntemleri: Anlatım, Tartışma, Beyin Fırtınası |
| 3 | Family factors in a child’s development (parental attitudes, the child’s role within the family, family communication) | Researching and reading sources on the subject | Öğretim Yöntemleri: Anlatım, Bireysel Çalışma, Tartışma |
| 4 | The effects of social structure on children | Researching and reading sources on the subject | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Grup Çalışması |
| 5 | Children’s rights and social policy practices | Researching and reading sources on the subject | Öğretim Yöntemleri: Anlatım, Tartışma, Alıştırma ve Uygulama |
| 6 | Childhood and Family Dynamics in Rural Areas: Implications for Early Childhood Education | Researching and reading sources on the topic | Öğretim Yöntemleri: Anlatım, Örnek Olay, Problem Çözme, Tartışma |
| 7 | Definition, content and legal basis of school-family-community cooperation | Researching and reading sources on the topic | Öğretim Yöntemleri: Anlatım, Tartışma, Bireysel Çalışma |
| 8 | Mid-Term Exam | Preparing for the exam | Ölçme Yöntemleri: Ödev, Yazılı Sınav |
| 9 | Family involvement, challenges, and obstacles | Researching and reading relevant sources | Öğretim Yöntemleri: Anlatım, Tartışma, Rol Oynama, Grup Çalışması |
| 10 | School-based and home-based family participation activities | Researching and reading relevant sources | Öğretim Yöntemleri: Anlatım, Alıştırma ve Uygulama, Bireysel Çalışma |
| 11 | Community partnership initiatives in early childhood education | Researching and reading relevant sources | Öğretim Yöntemleri: Anlatım, Tartışma, Beyin Fırtınası |
| 12 | Cooperation between schools, families and the community in rural areas | Researching and reading relevant sources | Öğretim Yöntemleri: Anlatım, Tartışma, Proje Temelli Öğrenme |
| 13 | Out-of-school learning environments in supporting school-community collaboration | Researching and reading relevant sources | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Bireysel Çalışma |
| 14 | Examination and discussion of current research | Researching and reading relevant sources | Öğretim Yöntemleri: Anlatım, Tartışma, Örnek Olay |
| 15 | Evaluating the course by gathering student feedback | Taking notes on learning outcomes, expectations, and suggestions for the purpose of evaluating the course | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 16 | Term Exams | Exam preparation | Ölçme Yöntemleri: Yazılı Sınav, Ödev |
| 17 | Term Exams | Exam preparation | Ölçme Yöntemleri: Yazılı Sınav, Ödev |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 2 | 28 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 3 | 20 | 60 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 10 | 10 |
| Final Exam | 1 | 10 | 10 |
| Total Workload (Hour) | 150 | ||
| Total Workload / 25 (h) | 6,00 | ||
| ECTS | 6 ECTS | ||