UNDERSTANDING DIMENSIONS OF THE HOME LEARNING ENVIRONMENT AND PARENTAL INVOLVEMENT WITH TRIBAL CHILDREN AT FOUNDATIONAL GRADE: AN INSIGHTS FROM KANDHAMAL DISTRICT, ODISHA
DOI:
https://doi.org/10.29121/shodhkosh.v5.i6.2024.4974Keywords:
Home Learning Environment, Parental Involvement, Tribal Education, Foundational gradeAbstract [English]
This study explores the dimensions of the home learning environment and parental involvement in foundational years of learning of tribal children in Kandhamal District of Odisha. This paper gives emphasis on parents of children in grades 1 and 2 to assess the factors and dimensions of children learning opportunity available or provided by the parents. Through this micro study, the nature of parental engagement in foundational learning is also in part of observation. In addition to, the research sheds light on the challenges and opportunities faced by parents especially in the tribal context of Kandhamal. The study underlined the parental involvement with its related factors to strengthen early education. The respondents of the study were 30 randomly selected parents from 5 different schools and data was collected through self-designed a Likert-scale questionnaire and open-ended interview schedule. The study found that parents show a willingness to support their children's education with limited literacy skills and numeracy skills, lack of resources, and household responsibilities. The result revealed majority of 67% children depend on self-study and text books which is concern for further intervention and studies. The study provided a better insight on home settings, parental contribution, expectations and the area of improvement to be recommended.
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Copyright (c) 2024 Santosh Kumar Swain, Dr. Chhabinath Yadav
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