Adaptation and Validation of the Parent Engagement in Early Childhood Education Survey for the Turkish Context

Abstract

Parental engagement, characterized by mutual expectations, dialogues about needs, comprehension of communicated messages, and proactive responsiveness, plays a pivotal role in shaping early childhood education outcomes. Collaboration between families and educational institutions is integral within the societal framework where both entities coexist. Recognizing the significance of parental engagement, this study aimed to validate and adapt the “Parent Engagement in Early Childhood Education Survey” to align with the Turkish socio-cultural and linguistic context. The study, conducted in Afyonkarahisar, Türkiye, encompassed seven kindergartens, comprising both private and public institutions. Based on convenience sampling technique, a total of 381 parents of 36–72-month-old children participated, with a predominant presence of females (88.7%). The parents’ ages primarily fell within the range of 31–35 years (40.4%), and a substantial portion held university degrees (47.2%). The confirmed three-factor structure of the adapted survey encompasses knowledge/expectations, trust/communication, and home-based engagement. Importantly, no item modifications were deemed necessary during the adaptation process. Subsequent reliability assessments indicated a commendable internal consistency value for the entire scale (α = .80), reaffirming the instrument’s reliability.