SCHOOL-ASSISTED FAMILY COMMUNICATION: A STUDY ON PARENT-CHILD RELATIONSHIPS
Palavras-chave:
school-family collaboration, parent-child communicatio, parent-child relationship, education, communication routinesResumo
This study aims to examine parent-child relationships within the context of school-family collaboration. In the study, which was conducted with the case study design—one of the qualitative research methods—the opinions of seven parents of students receiving education in public primary schools in the 2023-2024 academic year were sought. The opinions obtained through focus group interview method were analyzed using descriptive analysis technique. When the findings were analyzed, the effect of positive communication in terms of parent-child communication styles drew attention. It was concluded that the effective approaches followed in the dimensions of effective listening and empathy contribute to children’s roles in the communication process. While differences in daily communication routines based on needs were noteworthy, cases, where communication was interrupted, stood out with expressions of responsibility. The results achieved for privacy perceptions for school and family showed that this issue was taken into consideration based on parents, but children differed in terms of their different developmental characteristics. While expressions of approval or question were among the words that children frequently repeated, positive, approach-based communication was one of the important elements that will strengthen this process.
Referências
Akyol, M. (2021). An investigation of the relationship between communication skills of 5-6 year-old children attending preschool education and parental attitudes (Master’s thesis). Social Sciences Institute, Selçuk University.
Alberaidi, S., Alghamdi, R., & Han, S. (2023). Communication with U.S. early childhood schools and teachers: Saudi mothers’ experiences and insights. Early Childhood Education Journal. Advance online publication. https://doi.org/10.1007/s10643-023-01582-9
Allen, L., & Kelly, B. B. (2015). Transforming the workforce for children birth through age 8: A unifying foundation. Consensus study report. National Academies Press.
Aloia, L. S. (2020). Parent–child relationship satisfaction: The influence of family communication orientations and relational maintenance behaviors. The Family Journal, 28(1), 83-89. https://doi.org/10.1177/1066480719896561
Antoniuk, O., Vertel, A., Kolodyazhna, A., Kyrychenko, R., & Mnozhynska, R. (2023). Creating a comfortable learning environment: The role of teachers and education seekers. Brazilian Journal of Education, Technology and Society (BRAJETS), 16(1), 153-162. https://doi.org/10.14571/brajets.v16.n1.153-162
Arabacı, N. (2011). Development of the Parent-Child Communication Evaluation Tool (PCCET) and examination of parent-child communication in terms of various variables (Doctoral dissertation). Gazi University, Ankara.
Bae, B. (2012). Children and teachers as partners in communication: Focus on spacious and narrow interactional patterns. IJEC, 44, 53–69. https://doi.org/10.1007/s13158-012-0052-3
Berlo, D. K. (1977). Communication as process: Review and commentary. Annals of the International Communication Association, 1(1), 11–27. https://doi.org/10.1080/23808985.1977.11923667
Branje, S., Laursen, B., & Collins, W. A. (2012). Parent–child communication during adolescence. In A. L. Vangelisti (Ed.), The Routledge handbook of family communication (pp. 283–298). Routledge.
Chen, X., Allen, J. L., Flouri, E., Cao, X., & Hesketh, T. (2023). Parent-child communication about educational aspirations: Experiences of adolescents in rural China. Journal of Child and Family Studies, 32(9), 2776–2788. https://doi.org/10.1007/s10826-023-02554-8
Craig, R. T. (1999). Communication theory as a field. Communication Theory, 9(2), 119–161. https://doi.org/10.1111/j.1468-2885.1999.tb00355.x
Creswell, J. W. (2017). 30 essential skills for the qualitative researcher (H. Özcan, Trans. Ed.). Anı Publishing. (Original work published 2016). ISBN: 978-605-170-185-1
Davis, C., & Yang, A. (2009). Keeping in touch with families all year long. Education Digest. Retrieved February 18, 2017, from https://web.uvic.ca/~gtreloar/Articles/Communication/Keeping%2520in%2520Touch%2520with%2520Families%2520All%2520Year%2520Long%2520Responsive%2520Classroom.pdf.
Dunn, J., & Brophy, M. (2005). Communication, relationships, and individual differences in children's understanding of mind. In J. W. Astington & J. A. Baird (Eds.), Why language matters for theory of mind (pp. 50–69). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195159912.003.0003
Easterbrooks, M. A., Bureau, J.-F., & Lyons-Ruth, K. (2012). Developmental correlates and predictors of emotional availability in mother-child interaction: A longitudinal study from infancy to middle childhood. Development and Psychopathology, 24, 65–78. https://doi.org/10.1017/S0954579411000666
Grebelsky-Lichtman, T. (2014). Parental patterns of cooperation in parent–child interactions: The relationship between nonverbal and verbal communication. Human Communication Research, 40(1), 1-29. https://doi.org/10.1111/hcre.12014
Hancock, R.D. & Algozzine, B. (2006). Doing case study research. Teachers College Press.
Hnezdilova, K., Movchan, V., Tkachenko, K., & Nenko, Y. (2023). Educational teacher-student communication during emergency remote education. Brazilian Journal of Education, Technology and Society (BRAJETS), 16(4), 1125-1140. https://doi.org/10.14571/brajets.v16.n4.1125-1140
Hollmann, J., Gorges, J., & Wild, E. (2016). Motivational antecedents and consequences of the mother–adolescent communication. Journal of Child and Family Studies, 25(3), 767–780. https://doi.org/10.1007/s10826-015-0258-8
Jakobson, R. (1960). Linguistics and poetics. In T. Sebeok (Ed.), Style in language (pp. 350–377). Massachusetts Institute of Technology Press.
Jang, J. Y., & Kim, Y. C. (2012). The effects of parent–child communication patterns on children’s interactive communication in online communities: Focusing on social self-efficacy and unwillingness to communicate as mediating factors. Asian Journal of Communication, 22(5), 493–505. https://doi.org/10.1080/01292986.2012.701314.
Jenkins, H. (2006). Convergence culture: Where old and new media collide. New York University Press.
Kazan, H., & Sarısoy, S. (2021). A study on communication skills in the preschool period within the context of mother-child relationships. Istanbul Aydın University Journal of Social Sciences, 13(2), 441–472.
Koerner, A. F., & Schrodt, P. (2014). An introduction to the special issue on family communication patterns theory. Journal of Family Communication, 14(1), 1–15. https://doi.org/10.1080/15267431.2013.857328
L’Ecuyer, C. (2014). The wonder approach to learning. Frontiers in Human Neuroscience, 8, 1-8.
Lind, K. K. (2005). Exploring science in early childhood education. (4th edition). Thomson Delmar Learning.
Mehdiyev, G. (2018). Communication with children: Raising humans. Bingöl University Journal of Social Sciences Institute (BUSBED), 8(16), 613–624.
Mesquita, E., Sanches, A., Freire-Ribeiro, I., & Ribeiro, M. D. C. (2022). Training and professional skills for teaching in basic education. Brazilian Journal of Education, Technology and Society (BRAJETS), 15(se1), 75-91. http://dx.doi.org/10.14571/brajets.v15.se1.2022
Nasution, F. & Tambunan, E. E. (2022). Language and communication. International Journal of Community Service, 1(1):01-10. https://doi.org/10.55299/ijcs.v1i1.86
Öngider, N. (2013). The relationship between parents and preschool children. Current Approaches in Psychiatry, 5(4).
Park, H. (2008). The varied educational effects of parent-child communication: A comparative study of fourteen countries. Comparative Education Review, 52(2), 219-243.
Patton, M. Q. (2018). Nitel araştırma ve değerlendirme yöntemleri (M. Bütün & S. B. Demir, Trans. Eds.). Pegem Publications. (Original work published 2014). ISBN: 978- 6053649465
Rudi, J., Dworkin, J., Walker, S., & Doty, J. (2014). Parents’ use of information and communications technologies for family communication: differences by age of children. Information, Communication & Society, 18(1), 78–93. https://doi.org/10.1080/1369118X.2014.934390
Schramm, W. (1954). The process and effects of mass communication. University of Illinois Press.
Sheppard, A. (2009). School attendance and attainment: Poor attendees perceptions of schoolwork and parental involvement in their education. British Journal of Special Education, 36(2), 104–111.
Thompson, H. M. (2017). Parenting matters: Supporting parents of children ages 0–8. In V. L. Gadsden, M. Ford, & H. Breiner (Eds.), Child and Adolescent Social Work Journal, 34(4), 397–398.
Thompson, J. B. (2022). The media and modernity: A social theory of the media. Stanford University Press.
Turkle, S. (2017). Reclaiming conversation: The power of talk in a digital age. Penguin Books.
Vertel, A., Korolenko, V., Shapovalova, O., & Bereziuk, T. (2024). The role of the family in the education and upbringing of children. Brazilian Journal of Education, Technology and Society (BRAJETS), 17(se1), 54-64. https://doi.org/10.14571/brajets.v17.nse1.54-64
Yin, R. K. (2009). Case study research: Design and methods. Sage.
Zolten, K., & Long, N. (2006). Parent/child communication. Department of Pediatrics, University of Arkansas for Medical Science, 1-9.
Publicado
Como Citar
Edição
Secção
Licença
Direitos de Autor (c) 2024 Emel Kırat, Gürkan Çil, Hanife Akgül, Gülümser Acar, Bülent Güven, Sibel Güven
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição 4.0.
The BRAJETS follows the policy for Open Access Journals, provides immediate and free access to its content, following the principle that making scientific knowledge freely available to the public supports a greater global exchange of knowledge and provides more international democratization of knowledge. Therefore, no fees apply, whether for submission, evaluation, publication, viewing or downloading of articles. In this sense, the authors who publish in this journal agree with the following terms: A) The authors retain the copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution License (CC BY), allowing the sharing of the work with recognition of the authorship of the work and initial publication in this journal. B) Authors are authorized to distribute non-exclusively the version of the work published in this journal (eg, publish in the institutional and non-institutional repository, as well as a book chapter), with acknowledgment of authorship and initial publication in this journal. C) Authors are encouraged to publish and distribute their work online (eg, online repositories or on their personal page), as well as to increase the impact and citation of the published work.