This study examined parental involvement in early childhood programs through a combined lens of anthropology, sociology, and pedagogy seeking to understand the intentional and unintentional behaviors of teachers that may create barriers for parental involvement. The study gave voice to parents from culturally diverse backgrounds that are often overlooked. The study recognized the disparity and disconnectedness that seems to exist in communication between the child's most important caregivers, their parents and their teachers. The findings lead to an understanding that over the popular belief that parents are not involved in the education of their children, the lack of participation in the schools' attempts to bridge a gap, the miscommunication occurs across the two cultures, the schools and the families.



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Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

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