מעורבות הורים וטיב הקשר עם הגננת בתקופת הקורונה: מחקר משווה בין החברה היהודית והחברה הערבית בישראל

Abstract

The current study focuses on parental involvement and the nature of parents’ relationship with their children’s kindergarten teachers during the coronavirus pandemic. It highlights the parents’ perspectives on the teachers’ willingness to allow the former’s involvement in their children’s kindergartens. Parental perspectives on this willingness were reported among both Jewish and Arab families. 119 parents of kindergarten children participated in the study (55 Jewish parents and 64 Arab parents). Data was collected through questionnaires distributed to and completed by the parents participating in the study. The study’s findings demonstrate the differences between Arab and Jewish parents in their patterns of parental involvement in general and the changes in their involvement in their children’s kindergartens during the pandemic.

More specifically, Arab parents believed that the willingness of teachers to allow their involvement in their children’s kindergartens was related to their socio-economic status. In contrast, Jewish parents believed that parents’ availability and knowledge were significant factors in the teachers’ willingness to encourage their involvement. The importance of this research lies in focusing on the role of parental involvement in their children’s preschool education during stressful periods such as the coronavirus pandemic, further shedding light on how socio-cultural aspects are key to examining the perceived rationale for parental involvement and the nature of parents’ relationships with their children’s kindergarten teachers. That is, this study’s implications help identify and recognize perceived socio-cultural differences concerning parental involvement in their children’s preschool education in periods of crisis.