Abstract:
This project attempts to provide information about parental involvement in kindergartens in and around Wellington. It seeks to identify the nature and forms of parental involvement and tries to specifically consider why parents in a number of kindergartens have chosen to become involved. It also presents parents' views on the benefits and satisfaction gained from their involvement in their child's kindergarten.
The findings of this study show that parents were most involved in external support activities such as fundraising, supplying materials to the kindergartens and giving other physical help. Similarly, parents were also actively participating in activities such as working with children on a roster basis and helping with the domestic work at the kindergartens. However, there was relatively lower involvement in 'direct participation' and 'partnership' activities such as in team teaching and assessment of kindergarten curriculum and programmes.
Most parents reported that they became involved at their child's kindergarten because they enjoyed watching their child develop and liked to see what was happening in the programme. Whilst most parents were satisfied with their involvement, many thought that they could be more involved. The parents generally thought kindergartens were very dependent on parental involvement.
In the final chapter, this thesis attempts to draw some implications from the findings. Some suggestions which might assist in formulating logical and practical policy guidelines towards realising more effective parental involvement in early childhood education are presented both for the New Zealand and Malaysian contexts.
