A model for parent-teacher communication in the kindergarten year
This project was undertaken to devise a two-way system of communications for parents and teachers, specifically for use In the kindergarten year. Current practices tend to consist of contact initiated by the school, and less frequently include a partnership approach to education by the home and scho...
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| Format: | Thesis |
| Language: | English |
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Memorial University of Newfoundland
1985
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| Online Access: | https://research.library.mun.ca/7875/ https://research.library.mun.ca/7875/1/Newhook_JeanetteMarie.pdf https://research.library.mun.ca/7875/3/Newhook_JeanetteMarie.pdf |
| Summary: | This project was undertaken to devise a two-way system of communications for parents and teachers, specifically for use In the kindergarten year. Current practices tend to consist of contact initiated by the school, and less frequently include a partnership approach to education by the home and school. In keeping with modern philosophies, this study assumes the young child will be offered a more beneficial education if parents and teacher develop co-operative attitudes. -- The research for this project was carried out in Newfoundland, in schools of the Avalon Consolidated School Board. Initial contacts were made through interviews with principals of elementary schools and parents of the 1982-83 kindergarten children, and through questionnaires mailed to kindergarten teachers. The information so gathered provided an outline of current practices in parent-teacher communications and the degree of satisfaction with these practices. Based on this research, and on a survey of the literature, a model for communications including a progress reporting instrument, was devised and redistributed to principals, teachers and parents for their evaluation. -- The two major needs were identified by this project: (1) educator's need a standardized guideline for communications with parents to ensure consistent and efficient communications, and (2) increased parental awareness of school programs is desired by both parents and teachers. -- There were two major conclusions to this study. First, parents and teachers indicated willingness to make additional contacts and desired a partnership type of relation for the benefit of the child. Secondly, the model that was developed was judged by principals, teachers-and parents to be feasible and adaptable for practical use in schools. |
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