What is it about?
This text is based on Hoover-Demsey's model of parental involvemet. We analyzed the relationships between what parents think and their vital conditions in the way they get involved in their preschool children education either at school or at home. We found that fathers felt that they had less time and energy for involvement compared to mothers, but fathers and mothers did not differ in their level of involvement at home and at school. We also found that parents get more involved at home than at school, that there were no differences in parental involvement depending on their education buth the more educated they were the more they felt that they had the knowledge to relate with the school and the more communication skills they felt that they had to talk with their children about school.
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Why is it important?
This study is important because it studies fathers and mothers. Because it considers variables that may affect parental involvement. Because it is not prescriptive about what parents have to do to get involved but considers what may facilitate that they get involved.
Perspectives
This study contributes to our knowledge about parental involvement when their children are entering school. In my experience training future preschool teachers to relate with parents, I think that future teachers need to build a collaborative relationship with parents and, in order to doing this, they need to consider what may contribute or refrain parents from getting involved in their children's education.
Dr. Silvia López-Larrosa
Universidade da Coruna
Read the Original
This page is a summary of: ¿Afectan las creencias y el contexto vital a la implicación parental en educación infantil?, Revista de Estudios e Investigación en Psicología y Educación, November 2019, Universidade da Coruna,
DOI: 10.17979/reipe.2019.6.2.5742.
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