Abstract
The aim of this article is to obtain experts’ consensus on the need for parental involvement in the effort to inculcate preschool children’s attitude, which covers several dimensions namely school-based involvement, home-based involvement and communication between the home and the school. The verification was done by 11 panel members or experts on the survey instrument containing items, and it was analyzed using the Fuzzy Delphi technique template. The study establishes that there is an agreement among the experts on parents’ involvement in the formation of preschool children’s attitude, be it in the school-based involvement, home-based involvement and communication between the home and the school. All items, totaling 24 items in the dimensions of school-based involvement, home-based involvement and communication between the home and the school, have obtained experts’ consensus exceeding 75% with 22 of them obtaining the threshold reading (d) ≤ 0.2. Next, the items involved were arranged by position based on the defuzzification value and improved with some additional items as proposed by the panel of experts.
Highlights
There are various studies on parental involvement at various levels (e.g., Crosnoe, 2009; Hill & Tyson, 2009; Kuperminc, Darnell, & Alvarez-Jimenez, 2008), it has been a need to look into the initial phase of formal education because early experiences can influence the way parents are involved in the future (Izzo et al, 1999; Badri et al, 2014)
Phase I of the study is done by conducting a need analysis through an interview with the teacher on the need for parental involvement in inculcating preschool children’s attitude and through the library study related to it
D) Encouraging children to befriend anyone with good attitude e) Trying hard to be a good role model to children f) Being strict on any negative attitude shown by children g) Giving rewards on the noble attitude shown by children h) Familiarising the culture of advising among children i) Spending time evaluating children’s daily behaviour at home j) Always reading exemplary stories to children k)
Summary
The diversity of dimensions of parental involvement at early schooling age is closely linked with the reduced rate of behavioural problems and the enhancement of school readiness among children (Badri et al, 2014). There are various studies on parental involvement at various levels (e.g., Crosnoe, 2009; Hill & Tyson, 2009; Kuperminc, Darnell, & Alvarez-Jimenez, 2008), it has been a need to look into the initial phase of formal education because early experiences can influence the way parents are involved in the future (Izzo et al, 1999; Badri et al, 2014). Previous studies have concentrated a great deal on parental involvement focusing more on academic achievement than students’ behaviour (McCormick et al, 2014)
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