School-Assisted Family Communication: A Study on Parent-Child Relationships

Basit Öğe Kaydı
dc.authoridKırat, Emel / 0000-0001-5152-7214
dc.authoridAkgül, Hanife / 0000-0001-8543-9343
dc.authoridGüven, Bülent / 0000-0002-8883-3028
dc.authoridÇil, Gürkan / 0000-0002-3721-9810
dc.authoridAcar, Gülümser / 0009-0007-0278-9542
dc.authoridGüven, Sibel / 0000-0003-4550-7297
dc.contributor.authorKırat, Emel
dc.contributor.authorAkgül, Hanife
dc.contributor.authorGüven, Bülent
dc.contributor.authorÇil, Gürkan
dc.contributor.authorAcar, Gülümser
dc.contributor.authorGüven, Sibel
dc.date.accessioned2025-05-29T02:57:38Z
dc.date.available2025-05-29T02:57:38Z
dc.date.issued2024
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThis study aims to examine parent-child relationships within the context of school-family collaboration. In the study, which was conducted with the case study design-one of the qualitative research methods-the opinions of seven parents of students receiving education in public primary schools in the 2023-2024 academic year were sought. The opinions obtained through focus group interview method were analyzed using descriptive analysis technique. When the findings were analyzed, the effect of positive communication in terms of parent-child communication styles drew attention. It was concluded that the effective approaches followed in the dimensions of effective listening and empathy contribute to children's roles in the communication process. While differences in daily communication routines based on needs were noteworthy, cases, where communication was interrupted, stood out with expressions of responsibility. The results achieved for privacy perceptions for school and family showed that this issue was taken into consideration based on parents, but children differed in terms of their different developmental characteristics. While expressions of approval or question were among the words that children frequently repeated, positive, approach-based communication was one of the important elements that will strengthen this process.
dc.identifier.doi10.14571/brajets.v17.nse5.230-245
dc.identifier.endpage245
dc.identifier.issn2316-9907
dc.identifier.issue5
dc.identifier.startpage230
dc.identifier.urihttps://doi.org/10.14571/brajets.v17.nse5.230-245
dc.identifier.urihttps://hdl.handle.net/20.500.12428/30106
dc.identifier.volume17
dc.identifier.wosWOS:001438250600014
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.language.isoen
dc.publisherInst Fed Education, Science & Technology Of Goias, Campus Inhumas
dc.relation.ispartofCadernos Educacao Tecnologia E Sociedade
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20250529
dc.subjectschool-family collaboration
dc.subjectparent-child communication
dc.subjectparent-child relationship
dc.subjecteducation
dc.subjectcommunication routines
dc.titleSchool-Assisted Family Communication: A Study on Parent-Child Relationships
dc.typeArticle

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
Küçük Resim
İsim:
Emel Kirat_Makale.pdf
Boyut:
456.68 KB
Biçim:
Adobe Portable Document Format
İndir

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Bayramiç Meslek Yüksekokulu Koleksiyonu
Eğitim Bilimleri Bölümü Koleksiyonu
Lisansüstü Eğitim Enstitüsü Diğer Yayınlar Koleksiyonu
Temel Eğitim Bölümü Koleksiyonu