Enhancing family engagement in preschool settings: Reflections on parental attitudes

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Δημοσιευμένα: мар. 1, 2026
DOI: https://doi.org/10.12681/ppej.40152
Λέξεις-κλειδιά:
family engagement story reading practices parental attitudes intensive or non-intensive approaches preschool education
Eleni Nikoloudaki
University of Crete
Περίληψη

The present study reports on a literacy-related family engagement intervention which aimed to empower story reading techniques that parents use at home and reflects on their experiences. One hundred and forty-two parents selected from six public kindergartens in Rethimno, Greece, participated voluntarily in the intervention. This study employed a quasi-experimental methodology design that included two intervention and one control group. Parents were allocated in three groups: (1) the intensive support group, where parents attended storybook reading workshops and were introduced to four story reading techniques (N=43), (2) the non-intensive support group, where parents received written notes about the same story reading techniques as the intensive support group (N=51) and (3) parents in the control group, who weren’t engaged at all (N=48). Qualitative data presented in the present study, were based on (a) the researcher’s diary that focused on reflections on the research process, and parents’ experiences on implementing story-reading techniques at home, and (b) parents’ answering sheets with three open-ended questions concerning parents’ experiences of their efforts at home. Lastly, changes in home literacy practices were measured. Results indicated that parents who joined the intensive support group and attended workshop meetings valued the group, as they felt motivated by other parents and learnt from each other. They received feedback on their efforts and felt a shift from uncertainty to confidence. On the other hand, parents who joined the non-intensive group and received notes, indicated that it was a lonely process, many of them were not sure if they implemented the suggested story-reading techniques correctly at home, and they avoided some story-reading techniques, claiming they were too complex to follow. Despite that, both intensive and non-intensive support groups significantly increased their home literacy practices concerning story book reading, while parents in control group did not follow the same pattern. It seems that parents can be important partners in education, despite the way they are engaged.

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Αυτή η εργασία είναι αδειοδοτημένη υπό το CC Αναφορά Δημιουργού – Μη Εμπορική Χρήση – Παρόμοια Διανομή 4.0.

Οι συγγραφείς των άρθρων που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ διατηρούν τα δικαιώματα πνευματικής ιδιοκτησίας επί των άρθρων τους, δίνοντας στο περιοδικό το δικαίωμα της πρώτης δημοσίευσης. Άρθρα που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ διατίθενται με άδεια Creative Commons 3.0 και σύμφωνα με την άδεια μπορούν να χρησιμοποιούνται ελεύθερα, με αναφορά στο/στη συγγραφέα και στην πρώτη δημοσίευση για μη κερδοσκοπικούς σκοπούς και με δικαίωμα τροποποίησης μόνον με παρόμοια διανομή (αν αναμείξετε, τροποποιήσετε, ή δημιουργήσετε πάνω στο υλικό, πρέπει να διανείμετε τις δικές σας συνεισφορές υπό την ίδια άδεια όπως και το πρωτότυπο). To Εργαστήριο Παιδαγωγικών Ερευνών και Εφαρμογών του Παιδαγωγικού Τμήματος Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης και το Εθνικό Κέντρο Τεκμηρίωσης διατηρούν το δικαίωμα να δημοσιεύουν, να αναπαραγάγουν, να παρουσιάζουν στο κοινό, να διανέμουν και χρησιμοποιούν άρθρα που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ σε οποιοδήποτε μέσο και μορφή είτε μεμονωμένα είτε ως μέρη συλλογικών  έργων, για όλο το χρόνο διάρκειας προστασίας της πνευματικής ιδιοκτησίας και για όλες τις χώρες του κόσμου. Αυτό περιλαμβάνει ενδεικτικά και όχι αποκλειστικά, το δικαίωμα δημοσίευσης των άρθρων σε τεύχη του περιοδικού ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ, αναπαραγωγής και διανομής μεμονωμένων αντιγράφων των άρθρων, αναπαραγωγής ολόκληρων των άρθρων σε άλλη έκδοση του Εργαστηρίου Παιδαγωγικών Ερευνών και Εφαρμογών του Παιδαγωγικού Τμήματος Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης και του Εθνικού Κέντρου Τεκμηρίωσης και αναπαραγωγής και διανομής των άρθρων ή περίληψης αυτών με χρήση πληροφορικού συστήματος αποθετηρίου.

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