Helping parents reexamine children's emergent writing performance through parent-teacher portfolio sharing conferences

This study documented how the teacher conducted one-on-one portfolio sharing conferences with the parents to help them understand their children's emergent writing performances. Data included the selection and analysis of children's writing samples, parent-teacher conferences, and teacher...

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Bibliographic Details
Published in:Australasian journal of early childhood 2019-12, Vol.44 (4), p.378-391
Main Authors: Hou, Yu-Ju, Hsieh, Ming-Fang
Format: Article
Language:English
Subjects:
Activity programs
Children
Chinese
Conferences and conventions
Diaries
Early childhood education
Elementary Education
Emergent Literacy
English (Second Language)
Evaluation
Foreign Countries
Orthographic Symbols
Parent Attitudes
Parent Teacher Conferences
Parent Teacher Cooperation
Phonetics
Portfolio Assessment
Portfolios (Background Materials)
Portfolios in education
Preschool Education
Preschool Teachers
Retirement benefits
School Readiness
Second Language Learning
Study and teaching
Teacher Attitudes
Teachers
Writing
Writing Skills
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Summary:This study documented how the teacher conducted one-on-one portfolio sharing conferences with the parents to help them understand their children's emergent writing performances. Data included the selection and analysis of children's writing samples, parent-teacher conferences, and teacher interviews. The results indicated that parents' perspectives on children's writing reflect their concerns regarding their children's transition to elementary education and limited understanding of emergent writing development. After the parent-teacher conferences, the parents demonstrated better understanding of emergent writing, became more confident about their children's writing performance, and affirmed the benefits of parent-teacher sharing conferences. Lastly, the study increased teachers' understanding about parents' perspectives and improved the teacher-parent relationship.
ISSN:1836-9391
1839-5961
DOI:10.1177/1836939119870924