Applied Sciences
| Open Access |
DOI: Parent Partnership Model for Using Digital Learning Media in Early Childhood Education
Abstract
Parent–school partnerships play a crucial role in enhancing the quality of early childhood education, particularly in supporting meaningful learning through digital media. Parents, as primary partners of schools, contribute significantly to facilitating and monitoring children’s digital learning experiences at home. This study aims to develop and empirically validate an effective parent partnership model for the use of digital learning media in early childhood education. The research employed a Design-Based Research (DBR) approach that integrates theory and practice through iterative collaboration between teachers and parents in technology-supported learning activities. Participants consisted of parents of kindergarten children aged 4–6 years. Data were collected through interviews, observations, and questionnaires across multiple DBR cycles, including problem identification, design, implementation, and evaluation. The findings indicate increased parental involvement through structured parenting education, technology-use training, and activity-based partnership programs. The study resulted in a participatory partnership model emphasizing active collaboration, awareness building, and sustained engagement between schools and parents. This model enhances learning effectiveness and contributes to ongoing digital transformation in early childhood education.
Keywords
Parent Partnership, Digital Learning Media, Educational Technology, Early Childhood Education
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