| Family and kindergarten are two important environments for children's growth.Parents are one of the main subjects of family-kindergarten co-education,also they are the guarantee of promoting the quality of it.Currently,parents' participation in children's education has become an important experience of education reform in various countries and regions of the world.From the perspective of anthropology,parental participation is a legal and marginal participation.Parents integrate themselves into the practice of co-education in their hometowns,both as participants and learners,through constant observation,imitation,negotiation,and questioning.Self-improvement,gradually from onlookers to practitioners,the process of transition from “marginal participation” to “full participation".Marginal involvement of parents in home-school education plays an important role in improving the quality of parental participation,and in the mean time,exploring the characteristics of parents' marginal participation can provide reference for improving the present situation of family-kindergarten co-education.This study mainly compiled the questionnaire of parents' legitimate peripheral participation in family-kindergarten co-education,and analyzed the current situation of parents' legitimate peripheral participation in in family-kindergarten co-education,at the same time,put forward some suggestions to promote parents' transformation from "peripheral participation" to "full participation".Based on the domestic and foreign literatures and interview data both at home and abroad,this study has initially identified the four dimensions of parental involvement in parental education,including participation,meaning understanding,identity recognition,and action reflection.Based on this,a marginal participation forecasting questionnaire for parents in home education was compiled.Based on the collection of 284 parental data,exploratory factor analysis and confirmatory factor analysis analyzed the initial questionnaire.The results proved that parents' peripheral participation including four dimensions,they are participation degree,meaning understanding,identity recognition,and action reflection.After reliability and validity test,a formal questionnaire of parents' peripheral participation in family-kindergarten co-education was formed.Then,based on the survey of 526 children's parents from Sichuan,Yunnan,Chongqing,Shenzhen and other areas of China,this study discussed the general situation of parents' peripheral participation in family-kindergarten co-education,and analyzed the differences in demographic variables and kindergarten background variables.The study found that there are huge differences among four dimensions,which the level of meaning understanding was the highest,and the level of action reflection was the lowest.At different ages and professions,there are great differences in four dimensions.The overall level of parents' peripheral participation of private kindergartens is higher than public kindergartens,and the overall level of parents' peripheral participation increasing with the improvement of parents' education level,family economic income and kindergarten level.Based on the analysis of the present situation,this study puts forward some suggestions from both parents themselves and kindergartens aspects to promote parents' transformation from "peripheral participation" to "full participation".On the one hand,parents should clarify the identity of being learners,and strengthen learning awareness in the process of participation;pay attention to reflection,find multi-channel access to problem-solving methods;Make rational use of family resources to enhance the cooperation of family members.On the other hand,kindergarten should create a dialogue atmosphere,and negotiate with parents;design a variety of activities to meet the needs of parents with different levels of participation;and use new technology carriers to enrich the "sharing database" of family-kindergarten co-education. |
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