Exploring Teacher-Parent Collaboration to Support Kindergarten Learners with Emerging Learning Needs
Abstract:
This qualitative case study explores how teachers and parents collaborate to support kindergarten learners with emerging learning needs at Villa Verde Elementary School in Iligan City. Guided by Epstein’s Theory of Overlapping Spheres of Influence, the study investigates the strategies employed, the challenges encountered, and the dynamics shaping collaborative relationships between home and school. Through purposive sampling, two kindergarten teachers and three actively involved parents were selected as participants. Data collection included semi-structured interviews, classroom observations, and document analysis. Thematic analysis revealed three key themes: the role of consistent communication in building trust, the shared responsibility in addressing learners’ academic and behavioral needs, and the impact of contextual barriers such as limited resources and varying levels of parental literacy. Despite these challenges, both teachers and parents demonstrated a strong commitment to learner development through coordinated efforts. The findings highlight the crucial role of teacher-parent collaboration in enhancing early childhood education, particularly in underserved settings, and offer practical insights for fostering inclusive, community-based support systems for young learners.
Keywords: early intervention, home-school collaboration, kindergarten education, learner support
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