Parenting Program Management: Fostering School-Parent Cooperation to Optimize Children's Character Development in Early Childhood Education
家长项目管理：在幼儿教育中促进学校与家长合作，优化儿童品格发展

Erlina Erlina $^{1}$ , Bahrun Bahrun $^{1, *}$ and Ismail Ismail $^{1}$
Erlina Erlina $^{1}$ , Bahrun Bahrun $^{1, *}$ 和 Ismail Ismail $^{1}$ 1 Graduate School of Education Administration, Universitas Syiah Kuala, Banda Aceh 23111, Indonesia; erlina171978@gmail.com (E.E.); bahrun@usk.ac.id (B.B.); ismail.kutaradja@usk.ac.id (I.I.)
1 Universitas Syiah Kuala 教育管理研究生院，班达亚齐 23111，印度尼西亚；erlina171978@gmail.com (E.E.)；bahrun@usk.ac.id (B.B.)；ismail.kutaradja@usk.ac.id (I.I.)

Correspondence: bahrun@usk.ac.id
通信：bahrun@usk.ac.id

Article History 文章历史

Received 18 April 2024 2024 年 4 月 18 日收到
Revised 15 July 2024
2024 年 7 月 15 日修订
Accepted 27 July 2024
2024 年 7 月 27 日接受
Available Online 4 August 2024
2024 年 8 月 4 日在线提供

Keywords: 关键词：

Parenting programs Early childhood education School-parent collaboration Community involvement Character development
育儿计划幼儿教育学校与家长合作社区参与品德培养

Abstract 摘要

This study investigates the management and implementation of parenting programs in early childhood education settings within Southwest Aceh, Indonesia. The research focuses on three kindergartens (TK), TK. Negeri Pembina Blangpidie, TK. Al Khaliq Susoh, and TK. Jamal Has Jeumpa—utilizing a qualitative approach to explore how these programs are planned, organized, executed, and monitored. Findings underscore the critical role of school principals in leading these initiatives and the significant impact of active parental involvement on children’s character development. The study highlights the successful integration of community resources and stakeholder engagement despite resource constraints and cultural differences. The results suggest that systematic management, continuous feedback, and adaptive strategies are essential for effective collaboration between schools and parents. Key observations include the need for clear annual goals, structured coordination, and regular evaluation mechanisms to refine program effectiveness. The study calls for future research to address its limitations, including a confined geographical scope and short study duration, by conducting longitudinal and comparative studies across diverse regions. Incorporating quantitative methods alongside qualitative insights could provide a more comprehensive understanding of the long-term impacts of parenting programs on child development. Therefore, the research advocates for policies that facilitate active school-parent collaboration, emphasizing the importance of community involvement in educational practices to support the holistic development of children.
本研究调查了印度尼西亚西南亚齐省幼儿教育机构中父母教育计划的管理和实施情况。研究重点是三所幼儿园（TK.Negeri Pembina Blangpidie、TK.Negeri Pembina Blangpidie、TK.Jamal Has Jeumpa--采用定性方法来探讨这些计划是如何规划、组织、实施和监督的。研究结果强调了校长在领导这些活动中的关键作用，以及家长的积极参与对儿童品格发展的重要影响。研究强调，尽管存在资源限制和文化差异，但社区资源和利益相关者的参与还是取得了成功整合。研究结果表明，系统管理、持续反馈和适应性策略对于学校与家长之间的有效合作至关重要。主要意见包括需要明确的年度目标、结构化的协调和定期评估机制，以完善计划的有效性。本研究呼吁未来的研究通过在不同地区开展纵向比较研究来解决其局限性，包括地理范围有限和研究时间较短。将定量方法与定性见解相结合，可以更全面地了解育儿计划对儿童发展的长期影响。因此，研究提倡制定促进学校与家长积极合作的政策，强调社区参与教育实践的重要性，以支持儿童的全面发展。

1. Introduction 1.导言

Education is important for shaping human personality and, consequently, society. Recognizing its importance, governments worldwide have prioritized enhancing educational quality [1, 2]. High-quality education systems are expected to foster a generation capable of driving societal progress in positive directions [3, 4]. Education from a young age, as argued by experts, lays the deepest
教育对于塑造人的个性，进而塑造社会非常重要。认识到教育的重要性，世界各国政府都把提高教育质量作为优先事项[1, 2]。高质量的教育体系有望培养出能够推动社会向积极方向发展的一代人[3, 4]。专家们认为，从小开始的教育为孩子奠定了最深的
foundations in a child’s psyche, influencing their cognitive and moral development. By age ten, children typically transition from heteronomous morality to a more autonomous moral stage, indicating the development of their internal moral compass [5].
道德观是儿童心理的基础，影响着他们的认知和道德发展。到十岁时，儿童通常会从异质道德过渡到更加自主的道德阶段，这表明他们内在道德指南针的发展[5]。

The early years are critical in setting a child’s life trajectory, offering a unique opportunity to influence future leaders who are healthy, morally upright, and
幼儿时期是确定儿童人生轨迹的关键时期，是影响未来领导人的独特机会，他们健康、品德高尚，并且
intellectually and spiritually enriched [6, 7]. The belief that formal education should start only at elementary school is a misconception; neuroscience research has shown significant brain development occurs from birth through age four, suggesting that early stimulation is crucial for optimal physical and mental growth [8]. The role of parents in this developmental phase is fundamental. Habituation, combined with exemplary behavior and value instillation, forms the bedrock of character education, which goes beyond teaching right from wrong to fostering good habits that make moral choices instinctive.
6, 7]。认为正规教育应从小学才开始的想法是一种误解；神经科学研究表明，从出生到四岁，大脑发育非常重要，这表明早期刺激对最佳身心成长至关重要 [8]。父母在这一发育阶段的作用至关重要。习惯养成与模范行为和价值观灌输相结合，构成了品德教育的基石，品德教育不仅仅是教导是非对错，而是培养良好习惯，使道德选择成为本能。

However, current parenting programs within educational settings, especially at the kindergarten level, are often limited and not sufficiently aligned with these developmental needs [9]. Parenting education typically coincides with school meetings and lacks comprehensive coverage of essential parenting skills that should be communicated [10, 11]. This highlights a gap in the effective management of parenting programs that necessitate systematic planning, organization, execution, and control to benefit children’s character development.
然而，目前在教育环境中开展的亲职教育项目，尤其是在幼儿园阶段，往往是有限的，而且与这些发展需求不够一致[9]。亲职教育通常与学校会议同时进行，缺乏对应该传达的基本亲职技能的全面覆盖[10, 11]。这凸显了在有效管理亲职教育项目方面存在的差距，这些项目需要有系统的规划、组织、执行和控制，才能有利于儿童的性格发展。

Prior research has explored various aspects of the relationship between schools and parents in education. Lindasari et al. [12] emphasize the importance of continuous, integrated, and constructive engagement between parents and schools to enhance educational outcomes. Other studies have focused specifically on the management of parenting programs. For instance, Romlah [13] and Kusmawanti [14] highlighted the critical role of parental involvement in designing and implementing parenting programs, suggesting that effective communication and participatory decisionmaking processes are key to successful outcomes.
先前的研究从多方面探讨了学校与家长在教育中的关系。Lindasari 等人[12] 强调了家长与学校之间持续、综合、建设性的参与对提高教育成果的重要性。其他研究则特别关注家长项目的管理。例如，Romlah [13] 和 Kusmawanti [14]强调了家长参与在设计和实施亲职教育项目中的关键作用，认为有效的沟通和参与式决策过程是取得成功结果的关键。

This research investigates the management of school parenting programs, focusing on fostering effective collaboration between schools and parents to optimize children’s character development in early childhood education settings. Specifically, the study will assess the current state of parenting programs in selected kindergarten settings in Southwestern Aceh, Indonesia, identify gaps and challenges in managing these programs, and propose a refined model of parenting program management to enhance school-parent cooperation and support the holistic development of children. Using a case study approach in three kindergartens-TK.Negeri Pembina in Blangpidie, TK-AI Khaliq in Susoh, and TK. Jamal Has in Jeumpa-the study will explore the effectiveness of existing management practices and the dynamic interplay between schools and parents, with the ultimate goal of proposing a model that
本研究调查了学校亲职教育项目的管理情况，重点是促进学校与家长之间的有效合作，以优化儿童早期教育环境中的儿童性格发展。具体而言，本研究将评估印度尼西亚西南亚齐省部分幼儿园的亲职教育项目现状，找出这些项目管理中存在的差距和挑战，并提出一套完善的亲职教育项目管理模式，以加强学校与家长的合作，支持儿童的全面发展。通过对三所幼儿园--布兰皮迪的彭比纳幼儿园（TK.Negeri Pembina）、苏索的卡利克幼儿园（TK-AI Khaliq）和珍帕的贾马尔哈斯幼儿园（TK.Jamal Has）--进行案例研究，我们发现了这些项目在管理上存在的不足和挑战。该研究将探讨现有管理实践的有效性以及学校与家长之间的动态互动，最终目标是提出一种模式，以实现以下目标
enhances school-parent cooperation and effectively supports the holistic development of children.
加强学校与家长的合作，有效支持儿童的全面发展。

2. Materials and Methods
2.材料和方法

2.1. Research Approach 2.1.研究方法

This study employed a qualitative research approach, adhering to the principles of naturalistic inquiry to interpret phenomena occurring within the natural settings of selected kindergartens. Qualitative research involves a thorough interpretation of phenomena through the lens of various methodological tools [15]. The research emphasizes understanding the natural conditions of objects, where the researcher serves as the primary instrument. This study adopts descriptive qualitative research to depict and illustrate the natural and human-engineered phenomena by focusing on characteristics and interactivity between various activities without manipulating the studied variables [16].
本研究采用定性研究方法，遵循自然探究原则，对选定幼儿园自然环境中发生的现象进行解释。定性研究是通过各种方法工具对现象进行透彻的解释[15]。这种研究强调了解对象的自然条件，研究者是主要工具。本研究采用描述性定性研究，在不操纵研究变量的情况下，通过关注各种活动的特征和活动之间的相互作用，来描述和说明自然现象和人为现象[16]。

2.2. Research Location and Duration
2.2.研究地点和时间

The research was conducted in three kindergartens in Blangpidie, Susoh, and Jeumpa districts in Southwest Aceh Regency, Indonesia. The study spanned from January to March 2024, allowing for the observation of educational practices and parental involvement within these educational settings.
研究在印度尼西亚西南亚齐省 Blangpidie、Susoh 和 Jeumpa 地区的三所幼儿园进行。研究时间跨度为 2024 年 1 月至 3 月，以便观察这些教育环境中的教育实践和家长参与情况。

2.3. Research Participants
2.3.研究参与者

The subjects of this study were nine individuals, comprising three kindergarten principals, three teachers, and three parents. These participants were chosen based on their critical roles in implementing and experiencing the educational programs at the research sites. Qualitative researchers aim to provide a comprehensive picture of the issue by capturing diverse perspectives and identifying related factors [17]. The subjects were selected through purposive sampling, ensuring that each participant provided relevant and detailed information regarding the phenomena under study [18].
本研究的对象共有九人，包括三名幼儿园园长、三名教师和三名家长。之所以选择这些参与者，是因为他们在研究地点实施和体验教育计划的过程中扮演着重要角色。定性研究人员旨在通过捕捉不同的视角和识别相关因素来全面了解问题[17]。研究对象是通过目的性抽样选出的，以确保每位参与者都能提供与所研究现象相关的详细信息[18]。

2.4. Research Instruments
2.4.研究工具

The research instruments were developed to collect data effectively and included structured interviews, observation guidelines, and documentation methods. The interview guide contained specific questions for the principals, teachers, and parents to understand their roles and experiences in the educational programs. Observation guidelines focused on management practices of the parenting programs, aiming to capture the principals’ planning, implementation, monitoring, and evaluation. Documentation involved the collection of photos, videos, and written records from the
研究工具的开发是为了有效地收集数据，包括结构化访谈、观察指南和记录方法。访谈指南包含针对校长、教师和家长的具体问题，以了解他们在教育计划中的角色和经验。观察指南侧重于亲职教育计划的管理实践，旨在了解校长的计划、实施、监督和评估情况。文件记录包括收集照片、视频和书面记录。

Table 1. Overview of parenting program management stages.
表 1.育儿计划管理阶段概述。

Stages of Management 管理阶段

TK.Negeri Pembina Blangpidie

TK. Negeri Pembina

Blangpidie

TK. Al Khaliq Susoh
TK.Al Khaliq Susoh

TK. Jamal Has Jeumpa
TK.Jamal Has Jeumpa

Planning 规划

具有明确年度目标的战略方法。

Strategic approach with clear

annual goals.

强调社区驱动的目标。

Emphasis on community-driven

objectives.

包括更广泛的社区和地方领导人。

Inclusive of wider community

and local leaders.

Organization 组织结构

结构化日历、家长委员会。

Structured calendar,

parental committees.

社区活动、家长与学校合作。

Community events, parent-

school collaboration.

利益攸关方广泛参与，调动资源。

Broad stakeholder

involvement, resource

mobilization.

Execution 执行

Joint parent-child activities,
亲子共同活动、

Community engagement 社区参与

社区和家长驱动的家长会。调查、反馈表、非正式反馈。

Community and parent-driven

parent meetings.

Surveys, feedback forms,

informal feedback.

不断收集反馈，调整战略。

Continuous feedback collection,

adaptation of strategies.

计划执行。定期评估、利益相关者反馈。

program execution.

Regular evaluation,

stakeholder feedback.

kindergartens to supplement the data obtained from interviews and observations.
我们通过对幼儿园的访谈和观察来补充从访谈和观察中获得的数据。

2.5. Data Collection Techniques
2.5.数据收集技术

Data collection was conducted using three primary techniques [19]. Direct observation of activities and behaviors within the kindergarten setting allowed researchers to immerse themselves in the environment and gather data firsthand. Interviews were conducted to extract deep, contextual data from participants. The interviews were structured and semi-structured to allow flexibility in responses and to explore the breadth and depth of the study themes. Analysis of relevant documents, including program plans and execution records, as well as direct recordings of ongoing activities at the research sites, was performed to supplement the information collected through other methods.
数据收集主要采用三种方法[19]。直接观察幼儿园环境中的活动和行为，使研究人员能够身临其境，收集第一手数据。通过访谈，研究人员从参与者那里获得了深层次的背景数据。访谈采用了结构化和半结构化的方式，以便灵活回答问题，并探索研究主题的广度和深度。对相关文件进行了分析，包括计划和执行记录，以及对研究地点正在进行的活动的直接记录，以补充通过其他方法收集的信息。

2.6. Credibility and Validity Measures
2.6.可信度和有效性措施

Several strategies were employed to ensure the data’s credibility and validity [20]. Prolonged engagement involves spending sufficient time in the field to obtain various data sources. Triangulation uses multiple data sources and methods to cross-verify the information gathered. Member checks involved participants in data verification to confirm the findings accurately reflect their views. Negative case analysis actively sought and discussed data contradicting initial interpretations to refine the outcomes.
为确保数据的可信度和有效性，我们采用了多种策略[20]。长期参与是指在实地花费足够的时间来获取各种数据源。三角测量使用多种数据来源和方法对收集到的信息进行交叉验证。成员核查让参与者参与数据核实，以确认调查结果准确反映了他们的观点。负面案例分析积极寻找和讨论与最初解释相矛盾的数据，以完善结果。

2.7. Data Analysis 2.7.数据分析

Comprehensive data was gathered through observation, interviews, and documentation. This data was then filtered and condensed into a manageable form while retaining essential features relevant to the research questions. The reduced data was organized into comprehensible formats to facilitate analysis. Finally, interpreting the displayed data allowed for deriving meaningful insights and conclusions about the research topic [21].
通过观察、访谈和文献收集了全面的数据。然后对这些数据进行过滤，浓缩成易于管理的形式，同时保留与研究问题相关的基本特征。压缩后的数据被整理成易于理解的格式，以方便分析。最后，对显示的数据进行解释，从而得出关于研究课题的有意义的见解和结论[21]。

3. Results and Discussion
3.结果与讨论

The study was conducted at TK. Negeri Pembina Blangpidie, TK. AI Khaliq Susoh, and TK. Jamal Has Jeumpa in Southwest Aceh, from January to March 2024, yielded insightful observations and interviews regarding the management of parenting programs. These programs aimed to enhance child character development through structured cooperation between schools and parents.
这项研究在 TK.Negeri Pembina Blangpidie、TK.AI Khaliq Susoh 和 TK.2024年1月至3月，研究人员在亚齐西南部的贾马尔-哈斯-热姆巴学校（TK. Jamal Has Jeumpa）进行了观察和访谈，对亲子教育项目的管理情况进行了深入了解。这些计划旨在通过学校与家长之间有组织的合作，促进儿童性格的发展。

3.1. Management of Parenting Programs
3.1.育儿计划的管理

The management of parenting programs across the three kindergartens-TK. Negeri Pembina Blangpidie, TK. Al Khaliq Susoh, and TK. Jamal Has Jeumpa—provides a comprehensive model of how early childhood education centers can actively involve parents in the character development of children. The approach taken by these institutions involved several key aspects: planning, organization, execution, and monitoring, which the school principals predominantly spearheaded. This systematic approach is detailed in Table 1, which outlines the management stages as executed by each kindergarten.
三所幼儿园的育儿计划管理--TK.Negeri Pembina Blangpidie、TK.Al Khaliq Susoh 和 TK.Jamal Has Jeumpa）提供了一个幼儿教育中心如何让家长积极参与儿童品格培养的综合模式。这些机构所采取的方法涉及几个关键方面：规划、组织、执行和监督，而这些方面主要由学校校长牵头。表 1 详细介绍了这一系统化方法，概述了各幼儿园执行的管理阶段。

In the planning stage, each school demonstrated a strategic approach to developing the parenting programs. The principals, acting as the main orchestrators, established clear annual goals discussed with teachers and parents at the start of the academic year. This phase often involved setting specific objectives for the children’s character development, such as enhancing empathy and cooperation, which influenced the activities planned for the year.
在规划阶段，每所学校都展示了制定家长项目的战略方法。校长作为主要的协调者，在学年开始时就与教师和家长讨论制定了明确的年度目标。在这一阶段，往往要为孩子们的品格发展制定具体目标，如增强同理心和合作精神，从而影响全年计划开展的活动。

Organizational efforts were evident in how the schools managed coordination among different stakeholders. Each school crafted a structured calendar that included school and parental participation events. The organization also creates committees with parent members to help distribute the workload and ensure diverse input in executing the programs.
学校如何管理不同利益相关者之间的协调工作，体现了组织工作的努力。每所学校都精心制作了一份有条理的日程表，其中包括学校和家长参与的活动。该组织还成立了由家长成员组成的委员会，以帮助分配工作量，并确保在执行计划的过程中获得不同的意见。

Table 2. Successes and Challenges in Implementation.
表 2.实施过程中的成功与挑战。

Kindergarten 幼儿园

Successes 成功案例

Challenges 挑战

TK. Negeri Pembina Blangpidie
TK.Negeri Pembina Blangpidie

家长高度参与，强化教育策略。

High parental engagement, enhanced

educational strategies.

父母的可用性各不相同，对养育子女的看法也不尽相同。

Parental availability varies, differing views on

child-rearing.

TK. Al Khaliq Susoh
TK.Al Khaliq Susoh

强烈的社区参与和共同责任感。

Strong community involvement, sense of

shared responsibility.

Need for more resources, cultural barriers.
需要更多资源，文化障碍。

TK. Jamal Has Jeumpa
TK.Jamal Has Jeumpa

广泛的社区支持，相关计划的制定。

Broad community support, relevant program

development.

资源有限，教育期望不同。

Resource limitations, differing educational

expectations.

The execution phase saw active engagement from both parents and children. Schools organized various activities, including joint parent-child sessions like arts and crafts or sports days and parent-only meetings focused on strategies and challenges in child development. This hands-on approach reinforced the lessons from school, extending the learning experience from school to home.
在执行阶段，家长和儿童都积极参与。学校组织了各种活动，包括艺术和手工制作或运动日等亲子联合活动，以及以儿童发展战略和挑战为重点的家长会。这种实践方法强化了学校的课程，将学习体验从学校延伸到了家庭。

Feedback mechanisms were integral to monitoring and evaluating these programs. Schools often use surveys and feedback forms during parent-teacher meetings to assess the effectiveness of their initiatives. Informal feedback from regular interactions also provided qualitative data that allowed principals and teachers to refine the programs as needed. The evaluation was crucial for understanding the impact on child behavior and identifying areas for improvement.
反馈机制是监测和评估这些计划不可或缺的一部分。学校通常会在家长会上使用调查表和反馈表来评估计划的有效性。定期互动中的非正式反馈也提供了定性数据，使校长和教师能够根据需要完善计划。评估对于了解对儿童行为的影响和确定需要改进的地方至关重要。

The principals’ systematic and thoughtful management of these programs underscores the importance of leadership in educational settings. The principals’ roles went beyond administrative duties to actively shaping the educational ethos of the kindergartens. Their commitment to integrating parents into the educational process was evident in the detailed planning and active follow-up on the programs’ outcomes.
园长们对这些项目进行系统而周到的管理，凸显了领导力在教育环境中的重要性。校长们的职责不仅限于行政管理，还积极塑造幼儿园的教育精神。他们致力于将家长融入教育过程，这一点从详细的计划和对计划成果的积极跟进中可见一斑。

This detailed management approach ensured that the parenting programs were not just an adjunct to the kindergartens’ curriculum but a core component of their educational strategy. It aimed to foster an environment where child development is seen as a collaborative effort between the school and the family.
这种细致入微的管理方法确保了亲子计划不仅仅是幼儿园课程的附属品，而是其教育战略的核心组成部分。其目的是营造一种环境，将儿童发展视为学校与家庭之间的合作努力。

3.2. Successful Implementation of Cooperation
3.2.成功开展合作

The successful implementation of cooperation between schools and parents in the context of parenting programs at TK. Negeri Pembina Blangpidie, TK. Al Khaliq Susoh, and TK. Jamal Has Jeumpa illustrates the dynamic interplay between educational strategies and community involvement. Each kindergarten implemented strategies that engaged parents and encouraged an active partnership in fostering the children’s development. The successes and challenges each kindergarten faces in
学校与家长在 TK 亲职教育项目中的成功合作。Negeri Pembina Blangpidie、TK.Al Khaliq Susoh 和 TK.Jamal Has Jeumpa 说明了教育策略与社区参与之间的动态相互作用。每所幼儿园都实施了让家长参与其中的战略，并鼓励他们在促进儿童发展的过程中建立积极的伙伴关系。每所幼儿园在以下方面取得的成功和面临的挑战
implementing these strategies are summarized in Table 2.
表 2 概述了这些战略的实施情况。

At TK. Negeri Pembina Blangpidie, regular and structured meetings between parents and school staff were a cornerstone of the parenting program. These meetings were not merely informational but served as forums for parents to voice concerns, provide feedback, and participate in decision-making regarding curriculum and extracurricular activities. This open line of communication ensured that parents felt valued and invested in the school’s efforts, which enhanced the implementation of educational strategies tailored to the community’s needs.
在 TK.Negeri Pembina Blangpidie，家长与学校教职员工之间定期举行有组织的会议是家长教育计划的基石。这些会议不仅提供信息，而且还成为家长表达关切、提供反馈以及参与课程和课外活动决策的论坛。这种开放式的沟通渠道确保了家长感受到学校的重视和投入，从而加强了针对社区需求的教育战略的实施。

TK. AI Khaliq Susoh utilized community events to enhance cooperation between the school and the parents. Activities such as community clean-ups, arts performances, and sports days were designed to involve parents in a non-academic capacity, fostering a sense of community and shared responsibility. These events provided opportunities for parents to observe and engage with the school’s educational environment, thus reinforcing the character traits being developed in students.
TK.AI Khaliq Susoh 利用社区活动加强学校与家长之间的合作。社区清洁、艺术表演和运动日等活动旨在让家长以非学术身份参与其中，培养社区意识和共同责任感。这些活动为家长提供了观察和参与学校教育环境的机会，从而强化了学生正在培养的品格特征。

At TK. Jamal Has Jeumpa, the planning process for parenting programs involved the parents and the wider community, including local leaders and other stakeholders. This inclusive approach ensured that the programs reflected the community’s values and expectations, increasing their relevance and effectiveness. The involvement of a broader base of stakeholders also helped in mobilizing additional resources and support for the school’s initiatives.
在 TK.Jamal Has Jeumpa，父母和更广泛的社区（包括当地领导人和其他利益相关者）都参与了育儿计划的规划过程。这种兼容并包的方法确保了计划反映社区的价值观和期望，提高了计划的实用性和有效性。更广泛的利益相关者的参与也有助于为学校的举措调动更多的资源和支持。

A critical component of the successful implementation at all three kindergartens was the continuous collection of feedback and subsequent adaptation of strategies. This iterative process allowed the schools to refine their approaches based on real-time parent input. For example, if feedback indicated that parents felt disconnected from the educational process, schools might introduce more interactive workshops or digital communication platforms to bridge this gap.
三所幼儿园成功实施的一个关键因素是不断收集反馈意见，然后调整策略。这种迭代过程使学校能够根据家长的实时意见改进其方法。例如，如果反馈表明家长感到与教育过程脱节，学校可能会引入互动性更强的研讨会或数字交流平台来弥补这一差距。

Recognizing and celebrating successes played a significant role in sustaining parental engagement and cooperation. Schools made it a point to showcase the outcomes of the parenting programs during school events and through regular communications, such as newsletters or social media posts. Celebrating these successes validated the efforts of parents and school staff and motivated continued involvement and support.
表彰和庆祝成功对维持家长的参与和合作起到了重要作用。学校在学校活动中以及通过定期交流（如通讯或社交媒体帖子）展示亲职教育计划的成果。对这些成功的庆祝肯定了家长和学校教职员工的努力，并激励他们继续参与和支持。

Despite the successes, the schools faced challenges such as varying levels of parental availability and differing views on child-rearing practices. Schools offered flexible participation options to address these issues and provided education sessions on modern pedagogical strategies emphasizing developing social-emotional skills alongside academic learning.
尽管取得了成功，但学校也面临着一些挑战，如家长的参与程度不一，对育儿方法的看法不一。为了解决这些问题，学校提供了灵活的参与方式，并开设了现代教学策略的教育课程，强调在学习学术知识的同时培养学生的社会情感技能。

3.3. Discussion on Key Findings
3.3.主要结论讨论

The key findings from the implementation of parenting programs at TK Negeri Pembina Blangpidie, TK. Al Khaliq Susoh, and TK. Jamal Has Jeumpa brings to light several pivotal factors that contribute to the success of educational initiatives. This discussion delves into how each factor played a significant role in shaping the programs and their implications for future educational practices.
在 TK Negeri Pembina Blangpidie、TK.Al Khaliq Susoh 和 TK.Jamal Has Jeumpa 的主要发现揭示了有助于教育计划取得成功的几个关键因素。本讨论将深入探讨每个因素如何在形成这些计划的过程中发挥重要作用，以及它们对未来教育实践的影响。

One standout observation from the study is the critical role of school principals as leaders in the conceptualization and execution of parenting programs. Their leadership was not just administrative but also transformative. Principals who demonstrated a clear vision and proactive leadership style fostered a culture of collaboration and commitment among staff and parents. This leadership approach helped align the school’s educational goals with the parenting program’s objectives, ensuring a cohesive and integrated approach to child development.
研究中一个突出的观察结果是，校长作为领导者，在父母教育计划的构思和实施过程中发挥了关键作用。他们的领导不仅是行政性的，而且是变革性的。校长们展示了清晰的愿景和积极主动的领导风格，在教职员工和家长中培养了一种合作和承诺的文化。这种领导方式有助于将学校的教育目标与亲职教育计划的目标统一起来，从而确保以协调一致的方式促进儿童发展。

The degree of parental involvement significantly influenced the effectiveness of the programs. Schools that succeeded in deeply engaging parents saw more pronounced improvements in children’s social and emotional competencies. This involvement went beyond mere attendance at school events; it included active participation in the planning and evaluating of educational content and methods. When parents are actively involved, they gain insights into the educational processes become advocates, and reinforce the learning at home, creating a continuous loop of feedback and improvement.
家长的参与程度极大地影响了计划的效果。那些成功地让家长深入参与的学校，在儿童的社会和情感能力方面取得了更明显的进步。这种参与不仅仅是出席学校活动，还包括积极参与教育内容和方法的规划和评估。当家长积极参与时，他们会对教育过程有更深入的了解，成为教育的倡导者，并在家中加强学习，形成一个持续反馈和改进的循环。

The integration of the wider community, particularly in the case of TK. Jamal Has Jeumpa provided a broader support network and additional resources that enriched
更广泛的社区融入，特别是在 TK.Jamal Has Jeumpa 提供了更广泛的支持网络和更多的资源，丰富了我们的工作。
the program. Involving local leaders and community members brought diversity in perspectives and resources, enhancing the program’s relevance and acceptance within the community. This broader community involvement also ensured that the educational initiatives had a wider impact, promoting a communal approach to raising and educating children.
计划。当地领导人和社区成员的参与带来了观点和资源的多样性，增强了计划的相关性和在社区内的认可度。这种更广泛的社区参与也确保了教育计划产生更广泛的影响，促进了以社区为单位的儿童养育和教育方式。

The research also highlighted several challenges, such as resource limitations, cultural barriers, and differing educational expectations, which posed significant hurdles. However, these challenges also presented opportunities for innovation. For instance, resource constraints encouraged schools to seek partnerships with local businesses and organizations, expanding their support networks and resource bases.
研究还强调了一些挑战，如资源限制、文化障碍和不同的教育期望，这些都构成了重大障碍。然而，这些挑战也为创新提供了机遇。例如，资源限制促使学校寻求与当地企业和组织建立伙伴关系，扩大其支持网络和资源基础。

The findings suggest that parenting programs must be supported by policies that facilitate active collaboration between educators and parents. Policies should encourage schools to allocate time and resources for regular parent engagement activities and training for educators on effective parental involvement techniques. Furthermore, educational practice should move towards a more community-centered approach, recognizing the value of diverse inputs in developing curricula and educational strategies.

3.4. Limitations and Future Studies

This research provides valuable insights into the management and success of parenting programs in three kindergartens in Southwest Aceh, but it also faces several limitations that must be acknowledged. Understanding these limitations can guide future research efforts and enhance the applicability and scalability of findings. The study was conducted in a relatively confined geographical area within the Southwest Aceh, which may limit the generalizability of the findings to other regions with different cultural, economic, or educational contexts. Different regions may have diverse parental involvement norms and varied school resources.

The research focused on only three kindergartens, which restricts the breadth of data and may not fully represent the diversity of early childhood education settings in Indonesia or other countries. Future studies should consider including a larger and more varied sample of schools to enhance the diversity of data and findings. Additionally, the study predominantly utilized qualitative methods, such as observations and interviews. While this approach provides deep insights into the participants’ experiences and perceptions, adding quantitative data could help measure the impact of parenting programs more objectively and comprehensively.
这项研究只关注了三所幼儿园，这限制了数据的广度，可能无法完全代表印度尼西亚或其他国家幼儿教育环境的多样性。今后的研究应考虑纳入更多、更多样化的学校样本，以增强数据和研究结果的多样性。此外，本研究主要采用定性方法，如观察和访谈。虽然这种方法能深入了解参与者的经历和看法，但增加定量数据有助于更客观、更全面地衡量亲职教育项目的影响。

The study was conducted over three months, which may not be sufficient to observe long-term outcomes and impacts of parenting programs on child development. Longitudinal studies are needed to assess these educational interventions’ sustainability and long-term effects.
这项研究为期三个月，可能不足以观察育儿计划对儿童发展的长期结果和影响。需要进行纵向研究，以评估这些教育干预措施的可持续性和长期效果。

Future research could benefit from comparative studies across different regions and cultural settings to address geographical limitations and understand how cultural contexts influence the effectiveness of such programs. Implementing longitudinal studies that follow children and parents over several years can provide insights into the long-term effects of parental involvement in education, particularly how it impacts children’s academic achievements and social skills over time. Future studies could also employ experimental or quasiexperimental designs to better establish causality between the implementation of parenting programs and outcomes for children. This could involve the use of control groups where no or different types of interventions are applied.
未来的研究可以从不同地区和文化背景的比较研究中获益，以解决地域限制问题，并了解文化背景如何影响此类计划的有效性。开展纵向研究，对儿童和家长进行长达数年的跟踪，可以深入了解家长参与教育的长期影响，特别是随着时间的推移，家长参与教育如何影响儿童的学业成绩和社交技能。未来的研究还可以采用实验或准实验设计，以更好地确定亲职教育计划的实施与儿童教育结果之间的因果关系。这可能需要使用对照组，在对照组中不采取干预措施或采取不同类型的干预措施。

Researching the impact of specific policies designed to enhance parental involvement in schools could also provide valuable data. Such studies could help craft more effective policies supporting schools and families in collaborative educational endeavors. Additionally, incorporating quantitative methods to complement the qualitative findings could include assessments of children’s cognitive, social, and emotional skills before and after the implementation of parenting programs. Additionally, surveys could quantitatively measure parent and teacher satisfaction and perceived benefits of such programs.
研究旨在加强家长参与学校活动的具体政策的影响，也可以提供有价值的数据。此类研究有助于制定更有效的政策，支持学校和家庭合作开展教育工作。此外，采用定量方法对定性研究结果进行补充，可包括在实施家长教育计划前后对儿童的认知、社交和情感技能进行评估。此外，还可以通过调查来定量衡量家长和教师对此类计划的满意度和感知到的益处。

4. Conclusions 4.结论

This study on the management of parenting programs in early childhood education settings in Southwest Aceh highlights the essential role of school principals in fostering collaboration among stakeholders, the significant impact of active parental involvement, and the benefits of integrating the wider community to support educational initiatives. Despite resource limitations and cultural barriers, innovative approaches such as partnerships with local organizations were employed to enhance program effectiveness. Future research should include comparative and longitudinal studies, integrating quantitative methods to understand further and measure the impacts of these programs, ultimately aiding in the holistic development of children.
这项关于西南亚齐省幼儿教育机构中父母养育计划管理的研究强调了校长在促进利益相关者之间合作方面的重要作用、父母积极参与的重大影响以及整合更广泛的社区支持教育计划的益处。尽管存在资源限制和文化障碍，但仍采用了与当地组织合作等创新方法来提高计划的有效性。未来的研究应包括比较研究和纵向研究，结合定量方法进一步了解和衡量这些计划的影响，最终帮助儿童实现全面发展。

Author Contributions: Conceptualization, E.E., B.B. and I.I.; methodology, B.B. and I.I.; software, E.E.; validation, B.B. and I.I.; formal analysis, B.B. and I.I.; investigation, E.E. and I.I.; resources,
作者贡献：构思，E.E.、B.B.和 I.I.；方法，B.B.和 I.I.；软件，E.E.；验证，B.B.和 I.I.；形式分析，B.B.和 I.I.；调查，E.E.和 I.I.；资源、
B.B.; data curation, B.B. and I.I.; writing-original draft preparation, E.E.; writing-review and editing, B.B. and I.I.; visualization, E.E.; supervision, B.B. and I.I.; project administration, B.B.; funding acquisition, B.B. All authors have read and agreed to the published version of the manuscript.
所有作者均已阅读并同意该手稿的出版版本。

Funding: This study does not receive external funding.
资金来源：本研究未获得外部资助。
Ethical Clearance: Not applicable.
伦理审查：不适用。
Informed Consent Statement: Not applicable.
知情同意声明：不适用。
Data Availability Statement: The data used in this study available upon reasonable request to the corresponding author.
数据提供声明：本研究使用的数据可向通讯作者索取。

Conflicts of Interest: All the authors declare no conflicts of interest.
利益冲突：所有作者声明无利益冲突。

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Mezmir, E. A. (2020). Qualitative Data Analysis: An Overview of Data Reduction, Data Display, and Interpretation, Research on Humanities and Social Sciences, Vol. 10, No. 21, 15-27.
Mezmir, E. A. (2020).定性数据分析：数据还原、数据显示和解释概述》，《人文与社会科学研究》，第 10 卷，第 21 期，15-27 页。

Parenting Program Management: Fostering School-Parent Cooperation to Optimize Children's Character Development in Early Childhood Education 家长项目管理：在幼儿教育中促进学校与家长合作，优化儿童品格发展

Article History 文章历史

Keywords: 关键词：

Abstract 摘要

1. Introduction 1.导言

2. Materials and Methods2.材料和方法

2.1. Research Approach 2.1.研究方法

2.2. Research Location and Duration2.2.研究地点和时间

2.3. Research Participants2.3.研究参与者

2.4. Research Instruments2.4.研究工具

2.5. Data Collection Techniques2.5.数据收集技术

2.6. Credibility and Validity Measures2.6.可信度和有效性措施