TEACHER–PARENT COLLABORATION IN SUPPORTING EARLY CHILDHOOD DEVELOPMENT IN EARLY CHILDHOOD EDUCATION (ECE) INSTITUTIONS
DOI:
https://doi.org/10.23969/jp.v11i3.62328Keywords:
Early Childhood Development, ECE, Parenting Programs, School–Family Communication, Teacher–Parent CollaborationAbstract
This study aimed to analyze the forms of collaboration between teachers and parents in supporting early childhood development in Early Childhood Education (ECE) institutions, identify the supporting and inhibiting factors affecting its implementation, and explain its implications for children’s development. The study employed a qualitative approach with a case study design. The research site was selected purposively from an ECE institution that had implemented parent partnership programs. The participants consisted of the ECE principal, classroom teachers, and parents of enrolled children. Data were collected through in-depth interviews, participant observation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data reduction, data display, and conclusion drawing and verification. The findings revealed that teacher–parent collaboration was implemented through regular communication, parenting programs, parental involvement in school activities, and support for learning at home. Communication was conducted through face-to-face meetings, communication books, and digital media, enabling continuous exchange of information regarding children’s development. Parenting programs helped improve parents’ understanding of child-rearing practices and developmental stimulation appropriate to their children’s age. Parental involvement in school activities also created more positive learning experiences and increased children’s self-confidence. However, the study identified several obstacles, including parents’ limited time due to work responsibilities, differences in educational background, and limited opportunities for intensive individual communication between teachers and parents. The findings indicate that effective collaboration between teachers and parents contributes positively to children’s socio-emotional, language, and cognitive development. Therefore, ECE institutions should strengthen flexible communication systems, develop sustainable parenting programs, and provide more inclusive family engagement strategies to ensure that school–family partnerships can be implemented effectively and sustainably.
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