European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at: www.oapub.org/edu Volume 3 │ Issue 12 │ 2017 doi: 10.5281/zenodo.1124939 PRESCHOOL TEACHERS’ VIEWS TOWARD HOME VISITS IN THE ACTIVITY OF FAMILY PARTICIPATION WITHIN THE PRESCHOOL CURRICULUMi Emine Yilmaz Bolatii Mersin University, Turkey Abstract: The aim of this study is to determine preschool teachers’ views on home visits. The study used a semi-structured interview to collect data. The form was developed by the researcher and it consists of two sections: a demographic information section and the views on home visits of preschool teachers’ section. Thirty preschool teachers participated in this study. The results of the research suggested that the pre-school teachers thought that they needed to make home visits to children with problems, to get information about the child’s home environment, to get to know the child, and to learn about their family relations. Keywords: preschool teachers, family participation, home visit 1. Introduction The preschool period, a period in early childhood, starts with the birth of the child and ends when the child starts primary school. This period has an important role to play in an individual’s life it is responsible for providing that child with necessary skills across all developmental areas, while also enabling their development. Preschool is the period in an individual’s life in which educational development and learning are most rapid the experiences gained throughout this period form a basis for their future education Senemoğlu, . For a child to grow and develop in a healthy way, and so they can develop positive attitudes toward learning, they require an environment in which their This article was presented as an oral presentation at the International Symposium on Social Sciences held in Kahramanmaraş S(tç( İmam University between October 26-28, 2017. i Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 295 Emine Yilmaz Bolat PRESCHOOL TE“CHERS’ VIEWS TOW“RD HOME VISITS IN THE ACTIVITY OF FAMILY PARTICIPATION WITHIN THE PRESCHOOL CURRICULUM independence is supported, and in which qualified cognitive stimuli and positive social and affective experiences are provided. This is only possible through a healthy familial environment and a qualified preschool education Çelik & Daşcan , p. . During preschool, growing children who can express their feelings and thoughts freely who are also investigatory, curious, entrepreneurial, autonomous, respectful their own and others’ rights, have the skill to use their abilities, and who can develop self-control as required per contemporary and economic society requires may be attainable through the cooperation their school and family 5meroğlu & Yaşar, . Since preschool teachers have a direct effect on a child’s social and affective behavior, personality, and academic development, and because such individuals know the child personally, an active cooperation between parents and preschool teachers must be established in preschool education. A teacher should be aware of the natural, socio-cultural, and economic characteristics of the school’s environment and should be able to integrate and introduce these into the education process. Teachers should effectively use all environmental opportunities to enable the child’s development 5zen, , p. they should provide the necessary importance to studies enabling greater and more effective cooperation between families and schools to increase the efficacy of the child’s development and education. Cooperation with families or, to use a more popular term family participation should comprise an important part of the preschool education curriculum, and must be conducted according to a particular plan. The reasons for this include the importance of continuity regarding the education provided at the institution, utilization of familial knowledge regarding the child which is often and in many respects better than the school’s and ensuring the child’s family are knowledgeable regarding the child’s educational curriculum/program Oktay & PolatUnutkan, , p. . The families’ participation in their child’s preschool program, and dealing with the child and the family as a whole is a necessary facet of preschool education (Temel, Aksoy, & Kurtulmuş, , p. . During early childhood education, family participation is comprised of numerous factors including family training activities, such as training meetings and conferences; family communication activities, such as telephone calls/SMS services, booklets, tape and video recordings, photos, bulletin boards, bulletins, newsletters, correspondences and communicative notebooks, portfolios and development folders, meetings, school visits, visit times, e-mail, social media, internet-based applications such as webpages and request boxes; the participation of parents regarding educational activities; individual interviews; parental participation in management and decision-making processes; family support programs; and home visits Çelik & Daşcan, 2014, pp. 265–275; Temel et al., 2015, pp. 327–330). European Journal of Education Studies - Volume 3 │ Issue 12 │ 2017 296 Emine Yilmaz Bolat PRESCHOOL TE“CHERS’ VIEWS TOW“RD HOME VISITS IN THE ACTIVITY OF FAMILY PARTICIPATION WITHIN THE PRESCHOOL CURRICULUM By means of home visits involving familial participation, teachers have the chance to know the child and family better, and may even gain the family’s confidence regarding their child’s education and care. The dynamics of relationships change in home visits the teacher is perceived as a guest rather than as a power figure Çelik & Daşcan, , p. . During this process, attention should not be paid accepting or not accepting food or drink offers but rather on observing the child (Temel et al., 2015, p.355). The duration of home visits should not exceed one hour; five to ten minutes of minutes should be spent in the child’s room this time should be spent in greeting, 20– or in another place wherein families and their children usually interact. The rest of the time can be spent on certain routine activities such as taking photos and talking about suggestions regarding the school. After the home visit, the teacher should leave by expressing their thanks and pleasure at the meeting. It is important that the information that teacher obtains during such home visits should only be used in supporting the child’s education Decker & Decker, . Home visits should be planned beforehand and conducted accordingly. The best method for scheduling such a meeting involves the teacher calling the parents of the child and making an appointment. It is important that the time chosen for the visit is one in which the family members are together; the teacher must be punctual and to spare enough time for the meeting. As parents will probably be wearing casual clothes during the home visit, the teacher should dress less formally than they would in school “ktaş-Arnas, 2013, p.107). An activity that can be conducted with both the child and the parent should be prepared prior to the visit. If there are any developmental areas regarding the child that need particular support, such activities should target this area. It is stated that during home visits teachers should not take notes, but rather should subsequently record their observations on a Home Visit Observation Form al., , p. Temel et . Teachers should start home visits after the child’s adaption period to the school, after the point at which they have come to know the child, after informing others about home visits during the first group meeting of the first term, and after conducting individual interviews with parents. Each child’s home should be visited, but priority should be given to those children with special needs and children who have experienced behavioral change. Another individual such as a consulting teacher, teacher, manager, or vice manager should accompany the classroom teacher. This helps to support and strengthen school–family relationships while enhancing a family’s loyalty towards the school while developing a sense of belonging Çelik & Daşcan, 2014, p.276, Temel et al., 2015, p.355). During home visits, parents feel more comfortable and communicate with the teacher more, sharing their ideas and feelings and asking questions. In this way, the teacher learns the family’s values, their attitudes and European Journal of Education Studies - Volume 3 │ Issue 12 │ 2017 297 Emine Yilmaz Bolat PRESCHOOL TE“CHERS’ VIEWS TOW“RD HOME VISITS IN THE ACTIVITY OF FAMILY PARTICIPATION WITHIN THE PRESCHOOL CURRICULUM behaviors towards the child, and their expectations of the child. On the other hand, a child’s self-respect is enhanced since they believe that the teacher cares about them and values them Çelik & Daşcan, , p. . The purposes of home visits are to observe the child’s home environment and collect information about the child and their family this is done by observing the relationship between the child and their family, as well as their relationship with other people in the child’s home environment. Information is also collected on the child’s adaptation to the school environment and regarding areas in which the child shows promise and development the teacher can inform the child’s family about their interests, needs, and abilities, as well as any activities their child may have taken part in at school. This helps the family to develop a positive perspective toward the school and propounds the idea that, in order for the school to reach its goals, common actions should be taken. This enables familial participation in regard to solving any problems the child might have while developing the child’s behavior, enabling the child’s participation in educational activities and establishing communication between teacher and child. It also helps the teacher assess and utilize the house as a learning environment, allowing them to try and enriching the environment of those children whose home conditions are insufficient Çelik & Daşcan, 2014, p.276). During home visits, teachers can show the parents how to use routine household chores as a learning experience. They can plan games or activities that the child and family can play together; for example, the making or devising of a toy using a process in which the child has contributed. The teacher plays games, tells stories, and observes the child and their parents. The teacher can give information or feedback on any point regarding the child’s education while evaluating the home visit experience and planning their next visit (The Ministry of National Education (MoNE), 2006). During particular visits, teachers can exchange information with parents and provide them with beneficial resources; they can guide parents on how to access and where to find the information they need regarding further issues (Cömert & Erdem, 2011, p.32). The home visit is a family participation activity that provides several benefits for the child and their teacher and family. According to educators, successful schools encourage family participation and use applications that help families voluntarily participate in classroom activities and evaluate their children’s schoolwork. These efforts enhance the child’s academic success Loomans, 14). It is thought that those families who are willing to resolve and address issues concerning their child’s education, and who cooperate more readily with their child’s school, include children who are more effective in cognitive, social, and affective aspects. Additionally, during home visits, teachers and families can develop their knowledge and understanding of European Journal of Education Studies - Volume 3 │ Issue 12 │ 2017 298 Emine Yilmaz Bolat PRESCHOOL TE“CHERS’ VIEWS TOW“RD HOME VISITS IN THE ACTIVITY OF FAMILY PARTICIPATION WITHIN THE PRESCHOOL CURRICULUM each other through mutual interaction, aiding and potentially achieving continuity of learning for their child. In addition to these considerations, the aim of this study is to evaluate the perspectives of preschool teachers towards home visits. The research question for this study is What are the perspectives of preschool teachers regarding home visit practices?” For viewing / downloading the full article, please access the following link: https://oapub.org/edu/index.php/ejes/article/view/1306 European Journal of Education Studies - Volume 3 │ Issue 12 │ 2017 299