Parental Perceptions of STEAM Education of Early Childhood Education for Social Development:A Case of St. Joseph Kindergarten Asmara Eritrea
Abstract
In the twenty-first century, parents face the most intense competition in raising gifted kids with high STEAM (Science, Technology, Engineering, Art, and Mathematics) quality who are prepared to take on difficulties, and kindergarten is the foundation for this holistic life of the child. However, there can be no meaningful social development without parental involvement in the child's STEAM education. The current study examines how parents view STEAM education for young children in Asmara, Eritrea's St. Joseph STEAM-integrated kindergarten to ensure healthy social development. The study used mixed techniques to identify parents' perspectives toward STEAM education and how it affects their kindergarteners' academic and social/emotional growth. It also investigated the barriers that prevent parents from becoming involved in their children's education. The quantitative data was gathered from thirty parents (n=30). On the other hand, semi-structured interviews with fifteen parents involved them. The results showed that in the kindergarten used in the case study, parents were seen as being involved at home and paying for the child's transportation and school expenses. Furthermore, it was discovered that parents encourage their kids' social and emotional growth. In addition, the study discovered a few characteristics that influence parents' perceptions of STEAM education in kindergarten, including a lack of STEAM education knowledge and awareness, a lack of time for a child's follow-up, low parental income, low educational attainment, and a lack of someone to watch the other kids. Furthermore, the current study recommends further research that incorporates various types of kindergartens with different parents to enrich the data on parental perception of STEAM education in Eritrea.
Keywords
Full Text:
PDFReferences
Anderson, K. J., & Minke, K. M. (2007). Parent involvement in education: Toward an understanding of parents' decision making. The Journal of educational research, 100(5), 311-323.
Arnold, D. H., Zeljo, A., Doctoroff, G. L., & Ortiz, C. (2008). Parent involvement in preschool: Predictors and the relation of involvement to preliteracy development. School psychology review, 37(1), 74-90.
Ata-Aktürk, A., & Demircan, H. Ö. (2021). Supporting preschool children’s STEM learning with parent-involved early engineering education. Early Childhood Education Journal, 49, 607-621.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational psychologist, 28(2), 117-148.
Bennett, S. V., Gunn, A. A., Gayle-Evans, G., Barrera, E. S., & Leung, C. B. (2018). Culturally responsive literacy practices in an early childhood community. Early Childhood Education Journal, 46, 241-248.
Bethell, G. (2016). Mathematics education in sub-Saharan Africa.
Bhargava, S., & Witherspoon, D. P. (2015). Parental involvement across middle and high school: Exploring contributions of individual and neighborhood characteristics. Journal of youth and adolescence, 44, 1702-1719.
Bryman, A. (2008). Why do researchers integrate/combine/mesh/blend/mix/merge/fuse quantitative and qualitative research? Advances in mixed methods research, 21(8), 87-100.
Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities.
Choy, S., Hai Le, A., Hodge, S., & Billett, S. (2022). Surveys of Students, Parents, and Teachers (Phase 2). In The standing of vocational education and the occupations it serves: Current concerns and strategies for enhancing that standing (pp. 353-372): Springer.
Coggio, J. E. (2023). Teachers’ Perceptions of Barriers to Play-Based Instructional Practices and Self-Efficacy in the Kindergarten Classroom. Manhattanville College,
Connaway, L. S., & Powell, R. R. (2010). Basic research methods for librarians: ABC-CLIO.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches: Sage publications.
Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods research designs. Handbook of mixed methods in social and behavioral research, 209(240), 209-240.
Donkor, A. K. (2010). Parental involvement in education in Ghana: The case of a private elementary school. International Journal about Parents in Education, 4(1), 23-38.
Đurišić, M., & Bunijevac, M. (2017). Parental involvement is an important factor for successful education. Center for Educational Policy Studies Journal, 7(3), 137-153.
Eccles, J. S., & Harold, R. D. (1993). Parent-school involvement during the early adolescent years. Teachers College Record, 94(3), 568-587.
Esin, C. (2011). Narrative analysis approaches. Qualitative research methods in psychology: Combining core approaches, 92-117.
Fessehatsion, P. W. (2017). School Principal's Role in Facilitating Change in Teaching-Learning Process: Teachers' Attitude. A Case Study on Five Junior Schools in Asmara, Eritrea. Journal of Education and Practice, 8(6), 134-142.
Garner, P. W. (2010). Emotional competence and its influences on teaching and learning. Educational Psychology Review, 22, 297-321.
Hohmann, M., Weikart, D. P., & Epstein, A. S. (1995). Educating young children: Active learning practices for preschool and child care programs: High/Scope Press Ypsilanti, MI.
Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37-52.
Hunter‐Doniger, T. (2021). Early childhood STEAM education: the joy of creativity, autonomy, and play. Art Education, 74(4), 22-27.
Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using mixed-methods sequential explanatory design: From theory to practice. Field methods, 18(1), 3-20.
Jafarov, J. (2015). Factors affecting parental involvement in education: The analysis of literature.
Jensen, E. (2009). Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It. ASCD. Retrieved June 26, 2012.
Keating, M., Harmon, T., & Arnold, D. H. (2022). Relations between parental math beliefs and emergent math skills among preschoolers from low-income households. Early Child Development and Care, 192(9), 1359-1367.
Kennedy, T. J., & Odell, M. R. (2014). Engaging students in STEM education. Science Education International, 25(3), 246-258.
Ladd, G. W. (1990). Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictors of children's early school adjustment? Child development, 61(4), 1081-1100.
Lau, E. Y., Li, H., & Rao, N. (2011). Parental involvement and children's readiness for school in China. Educational Research, 53(1), 95-113.
Liu, Y., Sulaimani, M. F., & Henning, J. E. (2020). The significance of parental involvement in the development in infancy. Journal of Educational Research and Practice, 10(1), 11.
Magwa, S., & Mugari, S. (2017). Factors affecting parental involvement in the schooling of children. International Journal of Academic Research and Reflection, 5(1), 74-81.
Mart, M. (2021). Parental Perceptions to Outdoor Activities. International Journal of Progressive Education, 17(4), 358-372.
McDowell, K., Jack, A., & Compton, M. (2018). Parent involvement in Pre-Kindergarten and the effects on student achievement. The Advocate, 23(6), 5.
McNeal, R. B. (2015). Parent involvement and student performance: The influence of school context. Educational Research for Policy and Practice, 14, 153-167.
Mercan, Z., Papadakis, S., Can Gözüm, A. İ., & Kalogiannakis, M. (2022). Examination of STEM parent awareness in the transition from preschool to primary school. Sustainability, 14(21), 14030.
Monkeviciene, O., Autukeviciene, B., Kaminskiene, L., & Monkevicius, J. (2020). Impact of innovative STEAM education practices on teacher professional development and 3-6-year-old children’s competence development. Journal of Social Studies Education Research, 11(4), 1-27.
Orillosa, J., & Magno, C. (2013). Parental Involvement in Children's Assessment in Kindergarten. Educational Measurement and Evaluation Review,(2013), 4, 47-65.
Pena, D. C. (2000). Parent involvement: Influencing factors and implications. The Journal of Educational Research, 94(1), 42-54.
Pestalozzi, J. H. (1827). Letters on early education: Addressed to JP Greaves, Esq: Sherwood, Gilbert, and Piper.
Powell, D. R., Son, S.-H., File, N., & San Juan, R. R. (2010). Parent–school relationships and children's academic and social outcomes in public school pre-kindergarten. Journal of School Psychology, 48(4), 269-292.
Rena, R. (2008). Education in Eritrea: Developmental Challenges. International Journal of Scientific Research in Education, 1(1), 41-53.
Roy, M., & Giraldo-García, R. (2018). The Role of Parental Involvement and Social/Emotional Skills in Academic Achievement: Global Perspectives. School Community Journal, 28(2), 29-46.
Salvatierra, L., & Cabello, V. M. (2022). Starting at Home: What Does the Literature Indicate about Parental Involvement in Early Childhood STEM Education? Education Sciences, 12(3), 218.
Spyropoulou, C., Wallace, M., Vassilakis, C., & Poulopoulos, V. (2020). Examining the use of STEAM Education in Preschool Education. European Journal of Engineering and Technology Research.
Tay, J., Salazar, A., & Lee, H. (2018). Parental perceptions of STEM enrichment for young children. Journal for the Education of the Gifted, 41(1), 5-23.
Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of mixed methods research, 1(1), 77-100.
Thomas, J., Utley, J., Hong, S.-Y., Korkmaz, H., & Nugent, G. (2020). Parent involvement and its influence on children’s STEM learning: A review of the research.
Vagias, W. M. (2006). Likert-type scale response anchors. Clemson International Institute for Tourism & Research Development, Department of Parks, Recreation and Tourism Management. Clemson University.
Váradi, J. (2022). A review of the literature on the relationship of music education to the development of socio-emotional learning. SAGE Open, 12(1), 21582440211068501.
Vartuli, S., & Winter, M. (1989). Parents as first teachers. In The second handbook on parent education (pp. 99-117): Elsevier.
Wan, Z. H., Jiang, Y., & Zhan, Y. (2021). STEM education in early childhood: A review of empirical studies. Early Education and Development, 32(7), 940-962.
Webster-Stratton, C., & Reid, M. J. (2004). Strengthening social and emotional competence in young children—The foundation for early school readiness and success: Incredible years classroom social skills and problem-solving curriculum. Infants & Young Children, 17(2), 96-113.
Williams, M. (2007). Avatar watching: participant observation in graphical online environments. Qualitative research, 7(1), 5-24.
Zamarro, G. (2011). Family labor participation and child care decisions: The role of grannies.
Zerai, D., Eskelä-Haapanen, S., Posti-Ahokas, H., & Vehkakoski, T. (2023). The meanings of differentiated instruction in the narratives of Eritrean teachers. Pedagogy, Culture & Society, 31(3), 419-437.
DOI: https://doi.org/10.53889/ijses.v4i1.294
Article Metrics
Abstract view : 128 timesPDF - 99 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Samson Kifletsion Elias, Frank Stonier, Irene Musengamana
This work is licensed under a Creative Commons Attribution 4.0 International License.
International Journal of STEM Education for Sustainability is licensed under a Creative Commons Attribution 4.0 International License