EXPLORING TEACHERS’ PRACTICES OF PARENTAL INVOLVEMENT AT ECD LEVEL IN GILGIT CITY

Abstract

The purpose of this qualitative study was to explore teachers’ practices of parental involvement at the ECD level in Gilgit city. The study had focused on the application of Epstein’s fourteen parental involvement strategies in the ECD schools of Gilgit city. Using a convenient sample of four ECD schools having four ECD levels, data was collected from sixteen ECD teachers (one teacher from each ECD level of each school). The findings were compared first, within the same ECD school teachers, then across the ECD school teachers against each question. Results indicated that various ECD levels are applying diverse strategies for parental involvement in order to help their children how to read, listen and write. Majority of the participants design project works, assign home projects, making models, coloring, cutting and pasting different collections. However, there is lack of awareness about how to make sure parents are effectively involved in the ECD level.