The Analysis of factors affecting parental participation in early childhood education management in Jiangmen City
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Background: Family education plays a crucial role in shaping children's development, especially within Chinese culture where traditional values profoundly impact parenting practices. In Jiangmen, Guangdong Province, understanding parental involvement in early childhood education is essential, as traditional authoritarian styles may hinder children's independence and holistic growth.
Aims: (1) Evaluate parental involvement and satisfaction with kindergarten activities. (2) Perform exploratory factor analysis on parental involvement in early childhood education. (3) Develop a predictive model to analyze the influence of parental involvement on early childhood education outcomes.
Methodology: A sample of 104 kindergartens in Jiangmen was selected using simple random sampling. Data were collected from parents, teachers, and administrators through questionnaires and face-to-face interviews. Quantitative data were analyzed using statistical methods and exploratory factor analysis, while qualitative data provided deeper insights into parental engagement practices.
Results: The study found that parental involvement in kindergarten activities is notably high, with satisfaction scores averaging between 4.50 and 4.80. Key themes included effective participation in children's growth, collaboration with teachers, and the importance of a supportive home environment. Exploratory factor analysis revealed a significant component labeled "Parental Education Involvement," representing critical dimensions of engagement. A predictive model was developed based on the component score matrix, highlighting the positive influence of active parental involvement on early childhood education outcomes.
Conclusion:The findings indicate a positive shift in parental attitudes toward education, moving from traditional authoritarian approaches to more collaborative and supportive practices. This emphasizes the significance of home-school cooperation in enhancing early childhood education outcomes. The study recommends strategies to further encourage parental involvement and suggests areas for future research to support children's comprehensive development in a rapidly changing educational landscape
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References
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