PARENTS’ ASSESSMENT OF

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

EARLY CHILDHOOD EDUCATION THROUGH

COMMUNITY OUTREACH LEARNING CENTER (COLC)

SERVICES

Silvia C. Ambag, DEMCollege of Education

Polytechnic University of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES (PUP)

COLLEGE OF EDUCATION (CoEd)

COMMUNITY OUTREACH LEARNING CENTER (COLC)

Note: families with less education and lower

incomes

COLC involves nearby

barangay outside the vicinity of

the University. Hence, parentsfrom these barangays are being

invited and encouraged to

enroll their children.

Through SPRIRIT OF

VOLUNTERISM

EXTENSION PROGRAM

Who

teach the

COLC

PUPILS?

VOLUNTEER

TEACHERS

(VTs)

STATEMENT

OF THE

PROBLEM

This study aimed to

determine the

assessment of the

COLC parents, the

things that they want to

improve with their child,

and the programs that

would help for the

betterment of the school

and the performance of

VTs.

Sc

ho

ol im

pro

ve

me

nt

School Environmental Factors

Parents or Guardian Participation

Volunteer Teacher Interaction

27 INFORMANTS

Guardian -6

Grandparents -10

Parents -11

3 YRS

OLD

•development of child’s socialization

4-5

OLD

•from nothing to more new learning’s

• identifying images, reading letters and basic counting were developed

School Performance Factors

limited to students who received special

services due to over active students

Minimal absences occur in this session if the

parent or guardian got sick or needs to stay

home.

REASONS

•some GUARDIAN’S are more engaged with schools

•parents perceive the strength of their capabilities

• parents perceive the school invitations, demands, and opportunities for parent involvement.

Parents’ or Guardians’ School Participation

REASONS

•Most parents talk to their children about homework

•read to their children

• make sure they do their assignments

Parents’ or Guardians’ involvement

In addition, there was

no significant difference

between parents of high

achievers and low achievers.

However, the parents of high

achievers were more involved in

home learning activities and

reported that their children spent

more time on homework.

REASONS

• shifts in their parenting styles as a result of their participation

•They attributed changes in their discipline methods

• communication within the family & volunteer teachers

all families in the survey reported

• increased number of literacy activities

• A major discovery by parents was that they could initiate contact with the volunteer teacher and did not have to wait for the teacher to extend an invitation

Parents’ assessment to COLC…

indicates that students make

improvements when their schools

engage their families in ways that help their

learning and support parent involvement at

home and school. This is when the school builds

partnerships with families that respond to

parent concerns, honor their contributions, and

share decision-making responsibilities that they

are able to bear influences that aimed for the

improvement of students’ achievement

Students have said to

have a better performance

in school when their

fathers along with their

mothers are involved in

school activities

•Sharing what VTs learned from school

• free child care services

•provides young kids the opportunities for hands-on learning and working experiences

Volunteer Teacher Interaction

• Most COLC volunteer teachers do not know the goals that parents have for their children, how parents help them learn, or how parents would like to be involved

• Most parents or guardians do not know much about the educational programs

• volunteer teachers involve parents, practices that encourage parents to read to children at home affect the student’s reading achievement

Volunteer Teacher Interaction

the volunteer teachers

share a high-quality

instruction and curriculum

based on what they have

learned and increase in

teachers’ sense of efficacy

Even the pupils who were

struggling use handouts or

activity sheet, and no books in

the classroom make the

greatest gains.

For those pupils at the age of five, they are ready

to enter the primary education which was

also acknowledge by all Elementary School

The College of Education through Community

Outreach Learning

Program was able to

develop strong connections

with the community.

Community Service proposes

responsibility for students who

wants to volunteer which have their

interests, skills, and efforts to share

with others that needs help to give

them resources and raise awareness

knowing that doing it, also

helping themselves.

The parents’ participation in the COLC

program caused a shift in their discipline

methods and parenting styles, therefore,

more activities/programs may be conducted

for the parents/guardians to help them

improve even more.

The College of Education’s Community

Outreach Learning Center is a good avenue

for the students of the college to community

involvement through teaching young kids

voluntarily

“SERVICE AND CARE BEYOND

LEARNING”

Baker, Amy J. L., Piotrkowski, Chaya S., and BrooksGunn, Jeanne

(1998)

Clark, Reginald M. (1993) Homework-Focused Parenting Practices

That Positively Affect

Epstein, Joyce L., and Sanders, Mavis G. (2000) Connecting

Home, School, and Community:

Endicott College (2018). Retrieved from: https://

www.endicott.edu/student-life/community-service

Henderson, A., et al. (2002), Why Community Involvement in

Schools is Important.Retrieved from: https://

www.pridesurveys.com/index.php/blog/community-

involvement-in-schools/

New Directions for Social Research In Hallinan, Maureen T. (Ed.),

Handbook of the Sociology of Education New York, NY: Kluwer

Academic/Plenum Publishers, 285–306

National Center for Family & Community Connections with

Schools

National Youth Leadership Council (2012).Retrieved from: https://

www.washington.edu/teaching/teaching-resources/engaging-

students-in-learning/service-learning/

Nord, C.W, et. Al (2001), National Center for Education Statistics.

Retrieved from: https://www.childtrends.org/indicators/parental-

involvement-in-schools/

Student Achievement In Chavkin, Nancy Feyl (Ed.), Families and

Schools in a Pluralistic Society Albany, NY: State University of New

York Press, 85–105.

The Center For Leadership and Social Change (2018)

Retrieved from: http://thecenter.fsu.edu/service/community-

outreach-program

Wisconsin Education Association Council, (2015)

Retrieved from: http://weac.org/wp-

content/uploads/2015/03/Community-Connections-

ParentsandCommunityOutreachGuide.pdf

T h a n k

y o u so

much for

listening

Assoc. Prof. Dr. Silvia C. Ambag, FriedRFaculty

Polytechnic University of the Philippines

College of Education

Graduate School

CP. NO +63999-4853531

via_sc@yahoo.com