Investigation of family participation in early childhood values ​​education institutions

This research was conducted to examine family participation in institutions that provide early childhood values education. The study group of this research, which was carried out in the case study design, which is one of the qualitative research methods, consists of a total of 5 instructors and 5 parents of the instructors working in two different 4-6 age group Qur'an courses affiliated to the Ümraniye Mufti in the 2021-2022 academic year in the Ümraniye district of Istanbul. In the sample group of the quantitative dimension of the research, there are 205 instructors who work in the Qur'an courses for the 4-6 age group in various provinces of Turkey in the 2021-2022 academic year, determined by the easily accessible sampling method. During the data collection phase of the research, the "Scale for Determining the Family Participation Strategies Implemented by Preschool Teachers (AKSSÖ)" prepared by Keleş & Dikici Sığırtmaç (2016) in order to determine which family participation strategies, the teachers use in their values education practices, and the questionnaire developed by the researcher to determine the views of teachers and parents. A semi-structured interview form was used. In the data analysis of the study, the data constituting the quantitative dimension were evaluated in computer environment and Pasw Statistics 18 SPSS Program was used in the analysis phase. For the purposes of the research, standard deviation, arithmetic mean; Descriptive statistics such as Independent Variables t-Test and One-Way Analysis of Variance were included in the analysis of the scores calculated for the variables, as a result of the normality tests, it was found that the data were distributed close to normal, and Tukey, one of the post-hoc tests, was used to find the source of the difference. Qualitative data were analyzed according to the criteria determined by the researcher using content analysis. As a result of the research, it has been determined that the most preferred family involvement strategies by the teachers are teacher-family communication-based strategies and home-based strategies, according to the Scale for Determining the Family Participation Strategies Implemented by Preschool Teachers. In addition, it was determined that the instructors rarely included teacher-based strategies and occasionally school-family-based strategies. While variables such as age, status and age group of students affect the views of the teachers regarding the family participation strategies included in the values education studies; It was concluded that the variables such as education level, professional seniority, the way of being assigned to the courses and class size did not affect them. As a result of the interviews with the teachers, it was determined that they almost never practiced family participation activities such as diaries, files, booklets, wish/suggestion and article boxes, parent libraries, posters, management, participation of parents in the decision-making process. It was observed that the participant trainers could not use family communication activities effectively, and although they included activities such as individual conversations, messaging, phone calls, entry-exit times, parent meetings in communication, they mostly preferred the internet-based WhatsApp application in communication. In addition, the participant trainers stated that the parents mostly evaluated the family participation as supporting the education of their children at home and being included in the education, they were aware that the family had an important place in the education of the children, but they did not have enough information about the family participation, therefore they needed in-service training on how to include the family in the education. determined. As a result of the interviews with the parents, it was found that the parents mostly evaluated the family involvement as the parents being in contact with the child's teacher and reinforcing what was learned at school at home, the parents were not aware of the family participation activities, they preferred the most internet-based application in communication, and they could communicate with their teachers face-to-face and via telephone whenever they wanted. It was concluded that the teachers provided convenience at this point and the parents were satisfied with this situation. In addition, parents need education in terms of child development and education, all parents are very enthusiastic about family education, the method and method of how to educate their children at home, how they will contribute to their socialization, how they will communicate with their children, child development, education and parents. It was determined that they stated that they needed training about their attitudes.