Parental involvement in ECE developments in Samoa
Keywords:Early Childhood Education (ECE), talanoa and nofo, Samoa, MESC, NCECES, parental involvement
The establishment of Early Childhood Education (ECE) in Samoa has been a significant educational development in the first stage of children's school life. The research investigated parents' involvement in ECE developments in Samoa. Parental commitment to their children's education is strongly supported. This is evident in parents willingness to ensure children make a smooth transition between home and school. ECE in Samoa is operated by a non-government agency with assistance from the Ministry of Education, Sports and Culture (MESC). Support includes resources and training workshop, however, teachers' salary and facilities are the responsibility of ECE centres. The operational budget for ECE centres is minimal. In this research a mixed methodology using quantitative and qualitative approaches was employed whereby quantitative data was collected, and qualitative data provided further explanation. Findings from quantitative data showed parents contribution to preschool education whereas qualitative data indicated parents and ECE principals views on parental involvement. The majority of teachers believed parents’ support should be outside the classroom. There are some tensions that have become evident and this paper concludes that there needs to be discussions between parents, ECE principals, and teachers to establish mutual understanding acceptable to all in supporting children's early years of education.
The International Education Journal: Comparative Perspectives is the official journal of the Oceania Comparative and International Education Society. The IEJ, (ISSN 1443-1475), publishes a general volume bi-annually in July and December and also publishes Special Editions occasionally. It is a free, open-access scholarly journal, managed by volunteers. There are no article processing charges, or any charges to authors.
In relation to intellectual property, as of 2020, the IEJ: CP claims only first publication rights; copyright of all work published in the journal remains with the authors under Creative Commons copyright license CC-BY-ND (4.0). Author(s) retain all rights to their works, ensuring that reference to the International Education Journal: Comparative Perspectives is clearly stated on any copies made or distribution. Submissions must not involve third parties with a claim to copyright, and be the sole work of the author(s). It is the responsibility of the author(s) to secure permission to reproduce photographs, illustrations, figures or tables. Single images, tables or figures can be re-used . If more than a single image or table are to be re-used authors must attribute first publication to IEJ: CP notify the IEJ: CP Editor. Authors may also make derivative works which are subject to these limitations.
See https://creativecommons.org/licenses/by-nd/4.0/ for more detail.
Re-distributed or used material must be referenced to the International Education Journal: Comparative Perspectives.