Explaining the Parent School Concept Based on Emergentism Approach and Its Role in Advancing Early Childhood Education
Subject Areas :Zahra َAsaadi 1 , Masoud Safaie Moqaddam 2 * , seyyed jalal hashemi 3 , Parvaneh Valavi 4
1 -
2 - Professor in the Department of Educational Sciences, the Department of Educational Sciences and Psychology, ShahidChamran University of Ahvaz, Ahvaz, Iran.
3 - Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
4 - Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
Keywords: Deductive analysis, early childhood education, parent school, emergentism,
Abstract :
Childhood, especially in the early years, is one of the most sensitive stages of human development in which many cognitive, emotional, social, and moral foundations are formed. During this period, the family, and especially parents, are the first and most important agents of child education. The purpose of this research was to examine the concept of "parent school" as an intermediary institution between the family and the educational system, and a platform for empowering parents. Based on the principles of Emergentism and the method of deductive analysis, this research has attempted to redefine this concept theoretically, philosophically, and practically, and in this way, has designed a systemic, interdisciplinary, and contextual framework for educating parents in the real context of family life. The findings of this study indicate that the parent school, within the framework of the emergentist approach, can be recognized as a collaborative and intersubjective educational field; a space in which parent learning is shaped through a complex network of lived experiences, interpersonal interactions, critical reflection, and exposure to cultural and generational differences. Unlike linear and reductionist models, this space is based on the emergence of new qualities from the living and multidirectional interactions of parents with each other, with the school institution, and with their children. In the conceptual analysis of the parent school model, “parent learning” is not a one-way transfer of knowledge, but a dynamic, nonlinear, and meaning-making process; a process in which parents not only review their previous learning,
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