The survey of the family involvement activities in preschool training programme in terms of preschool teachers and parental view

In this study, the objective is that the survey of the family involvement activities in the Ministry of Education preschool training programme in terms of preschool teachers and parental. The practice group of this survey is formed by 288 parents and 61 preschool teachers; at total 20 schools, all of which are inspected by the Ministry of Education and 4 out of 20 are independent preschools, the other 16 are elementary schools in the central districts of Adana. The data have been obtained through using the semi-structured interview forms and the questionnaire forms developed by the researcher.10 preschool teachers and 17 preschool parents are involved in the interview. The analysis of the data is made in a computerized media and given place to some descriptive statistics such as periodicity, percentage, arithmetic mean and square-k in the arrangement of some data.The outcomes of the interview in the survey have been investigated by using implied analysis according to the criteria which are determined by the researcher. At the end of the study, the home activities that teachers? densely include in their yearly plans, the participation of the parents? in the training activities and their visiting the schools are assigned. Family involvement activities that have never been mentioned in the yearly plans are the sharing of management and adjudication period, home visits, training boards, telephone calls, the tape recordings, collective files, meetings and the arrival and departure hours.Observing the teachers? ranking the family involvement is according to their career years, it is stated that those who are in their first ten year pay nominal and slight importance; whereas, those who are in their eleventh and upper years rank the family involvement at a high level. In terms of the teachers? caring the family participation activities considering their educational status, it is found out that the teachers having the college diploma value the involvement at an intermediate high level and those having faculty degree value them at a low level.The result of the square-k test carried on to determine whether the ages of the parents differ in the involvement activities or not shows that the consistency is not (P=.399)On the other hand, according to their educational status, it occurs a meaningful difference (P=.023) between the educational status and participation progress as a square-k test result. According to qualitative data findings, it has been considered that teachers who have used family involvement forms, having held conferences for parents, having had individual conversations, having invited parents to the classroom, having had talks at the arrival and departure hours, having used correspondence and having used training boards. However, it has been determined that on account of the causes resulting from both the teacher and parents, the family involvement is not achieved properly.As an outcome of the talks with the parents, it has been found that the inactive parents visit the schools nearly every day; whereas, those who are employed visit the school once a week or once a month.It is deduced that the parents generally prefer to talk to the teacher face to face, having used correspondence especially the worksheets and daily informing notes, not having actualized the home visits, having been called in case of an emergency and having been demanded financial support in order to provide materials and the activities.