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Findings show teachers implement multiple PI forms aligned with Epstein’s (1995) six-type model, where classroom volunteering is most common and decision making least used. Teachers’ goals focus on beneficial outcomes for children, families, and teachers, while obstacles include family education level, multiple children, fathers’ absence, homework reluctance, seminar nonparticipation, and limited space in crowded classrooms.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/african-educational-research-journal-parental-involvement-in-early-childhood-classrooms-turkish-teachers-views-and-practices/590976/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/african-educational-research-journal-parental-involvement-in-early-childhood-classrooms-turkish-teachers-views-and-practices/590976.png","ImageObject",300,407,{"name":42,"@type":43},"McQueen","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",11,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of the study?","Question",{"text":63,"@type":64},"The study aims to understand Turkish early childhood teachers’ views and practices of parent involvement (PI).","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the research conducted?",{"text":68,"@type":64},"The research used a qualitative design with five open-ended questions answered by one hundred female teachers working in public preschools.",{"name":70,"@type":61,"acceptedAnswer":71},"Which forms of parent involvement do teachers use most and least?",{"text":72,"@type":64},"Teachers reported various PI forms based on Epstein’s (1995) six-type model; 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Qualitative research design was utilized for this research by asking five openended research questions to one hundred female teachers who work in the public preschools. The results of the study indicated that teachers apply various forms of parental involvement considering Epstein (1995) six type of parent involvement model. The findings suggest that while volunteering in the classroom was the most common PI, on the other hand decision making was one of the least PI form that teachers used. The results highlighted that teachers’ aims to involve parents are relevant to their thinking of beneficial outcomes for children, families, and teachers. Majority of teachers think that parental involvement is very high in their classrooms and they have significant role in that because they are very intent in informing parents, or organizing the activities. According to the teachers, some of the obstacles of parental involvement are; families education level, having multiple children in the family, fathers’ absence in classroom activities, parents unwillingness to do the homework, parents not participating in seminars, lack of space and crowded classrooms.\u003Cbr>Keywords: Early childhood education, parental involvement, preschool teachers. |\n| --- |\n| *Corresponding author. E-mail: [zubeyde.dogan@deu.edu.tr. Tel:](zubeyde.dogan@deu.edu.tr. Tel:) 90-507-740-9386. |\n\nINTRODUCTION  \nThe importance of childhood learning experiences in individuals’ academic success and lifetime achievements are well documented in the literature (Barnett, 1995; Kaytaz, 2005; Schweinhart, 2007) . Early childhood education has been considered as a key to decrease the achievement gap in schools and to have a generation equipped with skills that enable them to contribute to the society in which they live (UNICEF, 2020) . Although schools and teachers are major contributors to the achievement of these goals, they cannot be successful without the collaboration of parents. Researchers suggest that parent involvement has positive impact on children’s learning and development in many aspects such as motivation, self-esteem and academic skills (Driessen et al. , 2005; Fan and Williams, 2010) . In their extensive literature review, Van Voorhis et al. (2013) examined around a hundred studies related to family involvement and learning outcomes in early childhood and they  \nconcluded that parent involvement has a significant effect on children’s literacy, mathematics and social-emotional skills.  \nParent involvement (PI) has been used to describe families’ participation in children’s education (Tezel Şahinand Ünver, 2005) or refer to collaboration and connection which occurs among families, children and schools (Sheldon and Esptain, 2005; Uludağ, 2008) . Influenced by sociological theories, ecological theory and sociocultural theories in human development and learning, many PI models have emerged to understand and identify the dimensions of the concept in order to help families and schools make appropriate interventionsin children’s learning (Günay Bilaloğlu, and Aktaş Arnas, 2019) . According to Grolnick and Slowiaczek (1994), parent involvement is a multidimensional concept incorporating developmental and educational paradigmsin children’s schooling. Their three-dimensional model  \nincludes the followings: a) behavior involvement by school visits and participation of classroom activities, b) personal involvement to include parents’ showing affection of schooling, a","cbCaioOuiqPiRSjH","https://ap.wps.com/l/cbCaioOuiqPiRSjH","pdf",226926,"English","# Introduction\n## Parent involvement: definitions and models\n## Existing research and study context\n# Abstract\n## Purpose and qualitative method\n## Key findings\n## Obstacles reported by teachers","[{\"question\":\"What is the purpose of the study?\",\"answer\":\"The study aims to understand Turkish early childhood teachers’ views and practices of parent involvement (PI).\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The research used a qualitative design with five open-ended questions answered by one hundred female teachers working in public preschools.\"},{\"question\":\"Which forms of parent involvement do teachers use most and least?\",\"answer\":\"Teachers reported various PI forms based on Epstein’s (1995) six-type model; volunteering in the classroom was the most common, while decision making was among the least used.\"}]","African Educational Research Journal - Parental involvement in early childhood classrooms: Turkish teachers’ views and practices | PDF",1792070851,23]