FROM CLASSROOM TO LIVING ROOM: EXPERIENCES OF TEACHERS TOWARDS SCHOOL-HOME CONTINUUM APPROACH IN KINDERGARTEN

Department of Education

The lived experiences of six kindergarten teachers in Maco South District revealed that the best ways in communicating with parent about their child’s progress were through PTA meetings, sending messages directly and talk with positive attitude. They also used strategies to encourage collaboration between the School and Home through making parent involved, building relationship with them, have an open communication and give certificates to recognize their active participation. Teachers also acknowledged parents’ feedback by evaluating what they have observe and cater their concerns. Through this practice, both parents and teachers become aware of their child’s learning progress, reinforces learning practices, helps students be responsible which led to increases their motivation, build their confidence and it help them improve socio-emotional development. Teachers’ motivational strategies to help parents feel supported includes recognizing their efforts by giving them certificates and awards, communicate them warmly and employ a clear and consistent communication. Teachers’ ways to make parents interested in helping their children is guiding them what to do, give simple and fun activities and have a two-way communication. Their challenges included lack of parental involvement, unwillingness of parents and busy schedules. Teachers’ coping mechanisms were regular communication with parents, responds to parents’ enquiry, set clear boundaries and establish a welcoming environment. Teachers’ support system involved open and regular communication with parents, through teachers training and being fulfilled. Teachers shared their valuable insights about the importance of having a good relationship with parents, the importance of parental involvement, respect and understand parents’ situation that requires wide communication skills and listened to parents’ challenges is also helpful and students can learn outside classroom. Teachers’ recommendation to improve the school-Home Continuum practices includes the needs of building students, respect, trust and confidence, provide teachers regular training, always update parents on students’ progress, make it flexible and inclusive and materials should be contextualized. The findings of the study revealed that parental engagement positively impacts students’ academic performance and personal development, especially when schools maintain open communication, recognize parental efforts, and address family concerns with empathy and respect.

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