Implementing a Kindergarten Parent Involvement Program.

Autor/in	Okin, Allan D.
Titel	Implementing a Kindergarten Parent Involvement Program.
Quelle	(1978), (89 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Cognitive Objectives; Educational Assessment; Educational Objectives; Elementary Education; Intervention; Kindergarten Children; Parent Participation; Parent Teacher Cooperation; Parent Workshops; Program Development; Program Effectiveness; Psychomotor Objectives; Skill Development; Tutoring; Volunteer Training + Suchen Sie Ihr Suchwort? Kognitives Lernziel; Education; assessment; Bewertungssystem; Educational objective; Bildungsziel; Erziehungsziel; Elementarunterricht; Elternmitwirkung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elternkurs; Programmplanung; Psychomotorisches Lernziel; Kompetenzentwicklung; Qualifikationsentwicklung; Förderkonzept; Nachhilfeunterricht; Freiwilliges Betriebspraktikum
Abstract	This paper describes the implementation of a kindergarten parent involvement program. Six parent volunteers attended a training sequence of 16 workshops to learn how to tutor kindergarten students and how to develop parenting skills. School personnel, including kindergarten teachers and a school psychologist, conducted the workshops. Students selected for tutoring had been screened and identified as developmentally delayed on the Developmental Indicators for the Assessment of Learning (DIAL). DIAL performances were confirmed by teachers' ratings on the Teacher's Assessment Form. Specific tutoring objectives were written by the teachers for improving each student's fine motor and/or conceptual skills. The trained parent volunteers tutored eight students over five months, following objectives and activities specified by the teachers. Post screening data indicate all students improved on at least two-thirds of all skills for which tutoring objectives were established. Most of these same students showed no improvement in weak skills for which tutoring objectives were not established. Ratings by teachers following tutoring did not confirm all students' measured improvements on the DIAL. Suggestions for refining the parent involvement program are included. (Author/CM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01