Supporting Parents as their Child’s First Teacher: Aboriginal Parents’ Perceptions of KindiLink
| Autor: | Marianne Knaus, Trudi Cooper, Rosemary Cahill, Lennie Barblett, Caroline Barratt-Pugh, Susan Hill |
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| Rok vydání: | 2021 |
| Předmět: |
Co-construction
media_common.quotation_subject 05 social sciences 050301 education Context (language use) Cultural capital Education Disadvantaged Perception Pedagogy Developmental and Educational Psychology 0501 psychology and cognitive sciences Sociology Sociology of Education 0503 education 050104 developmental & child psychology media_common |
| Zdroj: | Early Childhood Education Journal. 50:903-912 |
| ISSN: | 1573-1707 1082-3301 |
| DOI: | 10.1007/s10643-021-01221-1 |
| Popis: | This paper reports on Aboriginal parents’ perceptions about their involvement in a Western Australian pilot initiative called KindiLink. The program seeks to support parents as their child’s first teacher and thereby enhance Aboriginal children’s early-years development, while strengthening relationships between families and schools. A constructivist paradigm was used to inform the methodology which placed Aboriginal voices at the centre of the research. Data were collected from 125 participating family members, over two years and across 37 school-based KindiLink sites. The results show that parent contribution to and engagement in KindiLink provided a powerful context to acknowledge, encourage, and support parents. Parents identified the development of strong and mutually respectful relationships; the engagement in working with their child; and the incorporation of families’ cultural and linguistic knowledge into the program as positive contributing factors. The paper concludes with recommendations and implications for the further development, implementation, and evaluation of Kindilink and other programs targeted at disadvantaged communities. |
| Databáze: | OpenAIRE |
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