Abstract:

This study aims to investigate parental involvement in institutions providing values education in the early childhood period. In the case study design, face-to-face interviews are conducted with 5 educators and 5 parents working in two different 4-6 age group Quran courses in the Ümraniye district of Istanbul during the 2021-2022 academic year. Additionally, the "Preschool Teachers' Family Involvement Strategies Identification Scale (PFISIS)" is administered to 205 educators working in Quran courses for the 4-6 age group in various cities of Turkey. Content analysis is conducted on qualitative data for data analysis, and quantitative data are evaluated using descriptive statistics. According to the scale results, it is determined that the most preferred parental involvement strategies by educators are teacher-parent communication-based strategies and home-based strategies. Moreover, educators are found to rarely employ teacher-based strategies and occasionally to use school-parent based strategies. Similarly, through interviews conducted with educators and parents, it is concluded that both educators and parents lack sufficient knowledge about parental involvement and that parental involvement in Quran courses for the 4-6 age group reach an insufficient level.

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