The Implementation Of The Epstein’s Model As A Partnership Framework At Saudi Kindergartens

Nahla M. Gahwaji

doi:10.19030/tlc.v16i2.10318

Abstract

The aim of the study is to reveal the implementation of a partnership framework at Saudi kindergartens in accordance to the Epstein’s Model which is considered from the perceptions of Kindergartens’ female teachers. Analytical descriptive methodology was employed, and the study sample included 48 public kindergartens’ teachers and 44 private kindergartens’ teachers in Jeddah city, Saudi Arabia. The study tools included a questionnaire that was related to the six fields of Epstein’s Model including; parenting, communicating, volunteering, learning at home, decision making, and collaborating with community. The results revealed that implementation of a partnership framework at Saudi kindergartens in accordance to the Epstein’s Model were overall average. There were no statistically significant differences between the means of implementing partnership’s frameworks in Saudi Arabian kindergartens with its six fields, which attributed to the specific type of Kindergarten (Public – Private). The significant recommendation of the study is formulating partnerships between community institutions and kindergartens to arrange recreational, educational and social programs after school hours, which would be beneficial for children and their families.

Highlights

T he kindergarten phase is an important educational stage in the life of a child that requires combined efforts of the kindergarten teachers and families to provide proper education to the child
The study has calculated the arithmetical mean and the standard deviations of each field to reveal the implementation of partnership frameworks in accordance to the Epstein’s model
The present study has mainly focused on the implementation of partnership framework among the Saudi kindergartens in accordance to the Epstein’s model

Summary

Introduction

T he kindergarten phase is an important educational stage in the life of a child that requires combined efforts of the kindergarten teachers and families to provide proper education to the child. The child’s education is a basic process that is school’s responsibility as an educational institution, but the family plays an important role in it (Peters, 2015) At this stage, the child moves from the quiet domestic atmosphere to the school environment, which includes individuals, activities, and rules. The child moves from the quiet domestic atmosphere to the school environment, which includes individuals, activities, and rules It requires the high capacity of the kindergarten teacher to support partnership programs with the family to strengthen the relationship and exchange of advice and experience to complement each other’s work (Langford, Di Santo, Valeo, Underwood & Lenis, 2018). Kindergartens are important with a strong range of institutions (religious, recreational, corporate, and library) that are linked to maintain stability, cohesion, and well-being of the community It helps in expanding and strengthening social networks for children (Eisenhower, Baker & Taylor, 2016)

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