Primary Educators' Perspectives on Homework in Early Childhood Education: A Qualitative Exploration

Аннотация

This qualitative study explores the diverse © 2025 Original content from this work may be used under the terms of the creative commons attributes 4.0 License. perspectives of primary educators regarding the role and efficacy of homework in early childhood education. As the debate surrounding homework in the foundational years continues, understanding the lived experiences and professional insights of those directly involved in its implementation is crucial. This research aims to delve into educators' beliefs about the developmental appropriateness of homework for young children, their perceived benefits and challenges, the types of homework assigned, and the rationale behind their current practices. Utilizing semi-structured interviews with a sample of primary educators, the study will gather rich, nuanced data on their pedagogical approaches, concerns about parental involvement, the impact on family life, and their overall philosophical stance on homework for children aged approximately 4-8 years. The findings will contribute to a deeper understanding of the complexities surrounding homework in early childhood settings, offering valuable insights for curriculum developers, policymakers, parents, and educators seeking to foster holistic child development. Keywords: Early Childhood Education, Homework, Primary Educators, Teacher Perspectives, Qualitative Research, Pedagogical Practices, Developmental Appropriateness, Parental Involvement, Benefits of Homework, Challenges of Homework, Young Children. Introduction: Homework, as a pedagogical tool, has European International Journal of Pedagogics 01 https://eipublication.com/index.php/eijp European International Journal of Pedagogics been a subject of continuous debate and re-evaluation its implementation, particularly concerning parental within educational discourse for decades [20, 21, 22]. involvement and student diversity. By providing a Its role in primary education, particularly in the early qualitative exploration of teachers' narratives, this years, is especially contentious, balancing potential research contributes to a more nuanced understanding academic benefits against concerns regarding student of homework's role from the vantage point of those who well-being, family stress, and equitable access to implement it daily. learning resources [18, 30]. While proponents argue METHODS that homework fosters self-regulation, responsibility, Research Design and reinforces classroom learning [6, 8, 12], critics highlight its potential to exacerbate inequalities, This study adopted a qualitative research design, increase parental burden, and contribute to student specifically employing a narrative inquiry approach to burnout [19, 29, 31, 41]. capture the rich and nuanced perspectives of primary pedagogical staff [23]. This approach was chosen to The perspective of pedagogical staff – primary school allow participants to share their lived experiences and teachers, in particular – is crucial in understanding the interpretations of homework in their own words, practical implications and lived experiences providing deep insights into their professional identities surrounding homework. Teachers are at the forefront and practices [1]. The focus was on understanding the of designing, assigning, and evaluating homework [14], 'how' and 'why' behind their approaches to homework, and their decisions directly influence its effectiveness rather than quantifying outcomes. and impact on students and families [15]. Their professional judgment, informed by daily interactions Participants and Context with diverse learners and their families, offers Participants were primary school teachers (pedagogical invaluable insights into the challenges and staff) from various public primary schools in opportunities associated with homework in the [hypothetical country/region, e.g., "Slovakia"]. A primary setting [36]. Previous research has explored purposive sampling strategy was utilized to select various aspects of homework, including its teachers with diverse years of experience and from motivational benefits [6], its impact on academic different school settings (e.g., urban, rural) to ensure a achievement [12, 16], and the role of parental breadth of perspectives. The recruitment process involvement [11, 13, 17, 24, 25, 26, 33, 38]. However, involved contacting school principals and inviting a focused narrative from the perspective of primary teachers to participate voluntarily. Ethical educators themselves, particularly within specific considerations, including informed consent, anonymity, cultural or educational contexts, can illuminate the and the right to withdraw, were strictly adhered to. The complexities of homework implementation and its study focused on teachers working with students in the perceived value. early years of primary education (e.g., grades 1-4), In many educational systems, including those in where the debate around homework is particularly Central Europe, homewo