Date of Award

12-31-2008

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

Abstract

Acknowledging the reality that education starts in the home, this study focuses on understanding effective methods as a means to increase parental involvement for those who have limited resources and knowledge of child development. The project examines the Early Intervention population, birth through age two specifically, as identified in the Individuals with Disabilities Act: Part C. Since Early Intervention classrooms have the added challenge of a short window of time for instruction with the majority of the student’s time spent in the home with family, who may or may not be prepared, or able to assist in academic, learning activities, teachers cannot assume that parents are prepared to interact with their child to foster academic success. This study, then, also focuses on ways to enhance parental confidence to increase their involvement in their child’s academic activities. This eight week study began with a central question, what can be done within a classroom to increase parental involvement? Data gathered and discussed includes parental questionnaires, assessments on parent-child quality time and activity frequency, as well as any noted academic success. Each family utilized a prepared learning box with materials and instructions on how to work with the child and the desired learning outcomes. Suggested learning activity sheets, learning toys, and parental instructions on how to utilize same are included in the appendices.

Comments

Abstract created by repository to aid in discovery.

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