The effectiveness of social work intervention in promoting parental involvement in formal pre-school teaching.
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Date
1987
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Abstract
The study aimed firstly to explore whether there were any differences in
the quality of parent-child interactions in those children who scored
high and those who scored low on the Pupil Behavior Rating Scale.
Sixty-five pupils were randomly selected and rated on the Pupil Behavior
Rating Scale concurrently by the teacher and the researcher. Ten of the
highest performers and 10 lowest performers were then studied
predominantly by the use of a questionnaire constructed by the
researcher.
However, the results of the study was hampered by the use of the
questionnaire in that, unlike participant observation, it only showed
differences in a limited number of areas. Much useful information,
however, was obtained about the two groups of families, especially
relating to socio-economic variables and attitudes to pre-schoo1
education.
A second aim was to investigate the role of the social worker in
promoting parental involvement in pre-schoo1 education. Here, the
utilization of a needs assessment profile indicated that groupwork and
social work intervention aimed at teachers were possible ways to promote
parental involvement in pre-school education. An intervention programme
was thus planned and executed by the researcher which confirmed that the
social worker can be a useful resource in promoting home-school
relations.
Recommendations were made in regard to the role of the social worker,
how the school system can be improved to promote parental involvement,
and suggestions on future research.
Description
Thesis (M.A.)-University of Durban-Westville, 1987.
Keywords
Education, Preschool., Parent and child., Parent-teacher relationships., Educational sociology., Social work with children., Theses--Social work.