Abstract:

It has been known that parental involvement supports children’s academic achievement, language development and social development. For this reason, an affective parental involvement is expected during education process. The purpose of this study was to analyze dimensions of parental involvement in activity plans used in early childhood education. The sampling consisted of two independent preschool and two kindergarten classrooms. When the activity plans were categorized, there were Turkish literature, reading and writing readiness, drama, mathematics, play and movement, arts, science, and integrated activities. One of the descriptive research methods, content analysis, were chosen for the data collection purposes. Parental Involvement Activity Dimension List was used to analyze involvement. Results indicated that only %32 of the activities had parental involvement section. Among these parental involvement activities, mathematics were mostly planned by teachers (%47). Planning parental involvement for arts and play and movement activities were low (%24). The poor side of the activities were having parents in the classroom, having parents’ cooperation for school and for teacher. Results show that general developmental areas of children were not supported yet, the most supported area was intellectual development. It has been suggested that parental involvement’s quality in activity plans should be supported both quantitatively and qualitatively. 

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