Teacher–Parent Collaboration in Inclusive Early Childhood Education: A Systematic Review and Qualitative Case Study on Attention Regulation in Children with ADHD
DOI:
https://doi.org/10.33830/ijeiece.v8i1.14074Keywords:
teacher–parent collaboration, ADHD, inclusive early childhood education, attention regulation, family–school partnershipAbstract
This study aims to examine how teacher–parent collaboration supports attention regulation in children with Attention Deficit Hyperactivity Disorder (ADHD) within inclusive early childhood education. Using a sequential multi-method design, the study integrates a systematic literature review (SLR) and a qualitative case study conducted at an inclusive early childhood education center. The SLR synthesizes empirical evidence on collaboration patterns, mechanisms, and outcomes, while the case study provides contextual insights into how collaboration is enacted in practice. The findings reveal that teacher–parent collaboration operates as a multi-dimensional and ecological system, encompassing communication-based partnership, joint assessment and planning, and behavioral–emotional support. These forms of collaboration influence attention through key mechanisms, including alignment of routines across home and school, shared understanding of the child, adult emotional regulation, and coordinated behavioral support. The results further demonstrate that attention regulation is not solely an individual cognitive capacity but a context-dependent outcome shaped by relational, instructional, emotional, and environmental coherence. This study contributes to the field by advancing an integrative model of collaboration that bridges global evidence and contextual practice. The findings highlight the importance of positioning teacher–parent collaboration as a central mechanism in inclusive education to support sustained attention and learning engagement in early childhood.
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