Parenting roles promotion model for participation in early childhood learning development: PRENC model

Abstract

This investigation was undertaken to develop a promotional model for parenting roles for participation in early childhood learning development. Whilst developing early childhood learning, participatory action research (PAR) was conducted by bringing parents and teachers together. The research was organized in two phases: in Phase I, a model for promoting parents participation was developed; and in Phase II, the developed model was applied. The research conceptual framework for the investigation was based on the promotion of the participation concept involving partnerships, relationship, environmental factors (development inside the family), networks, and communication (the PRENC model). The results were five consequences of the parenting roles promotion model for participation in early childhood learning development (PRENC Model), which were: 1) principles of the model, 2) components of the model, 3) adherence to the model, 4) evaluation, and 5) interaction. The findings from applying this model showed that parents observed more children s behavior. They managed their time to participate in developing continuous learning by their children. Using quality time with children was recognized. Parents had learned from their practices which affected their parenting roles for participation in early childhood learning development at home, in school, and from learning resources. Parents should be encouraged to participate in developing early childhood learning, and teachers should be supported to enhance their skills, knowledge, and expertise in collaboration with parents.