Perceptions of Parent Engagement Strategies to Support Social-Emotional Competence of Pre-Kindergarten Children: A Qualitative Descriptive Study

Autor/in	Bursey, Michele Lynn
Titel	Perceptions of Parent Engagement Strategies to Support Social-Emotional Competence of Pre-Kindergarten Children: A Qualitative Descriptive Study
Quelle	(2022), (220 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7906-5089-5
Schlagwörter	Hochschulschrift; Dissertation; Parent Participation; School Districts; Parent Attitudes; Teacher Attitudes; Social Development; Emotional Development; Parent Teacher Cooperation; Preschool Children; Social Emotional Learning; Preschool Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elternmitwirkung; School district; Schulbezirk; Elternverhalten; Lehrerverhalten; Soziale Entwicklung; Gefühlsbildung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin
Abstract	The purpose of this qualitative descriptive study was to explore how parents and teachers described their perceptions of parent engagement strategies (Epstein's six types of involvement) in pre-kindergarten classrooms to support the social-emotional competence (SEC) of pre-kindergarten students. Fifteen participants located in a Southeastern U.S. school district took part in this study to determine how parents and teachers perceived parent engagement strategies support social-emotional competence. Epstein's theory of overlapping spheres of influence provided the theoretical framework for this study. The sources of data used in this study were semi-structured individual interviews and a focus group. Braun & Clark's six step thematic analysis was used to analyze the data. The results revealed that parent engagement can support social emotional competence, but that support is limited to the extent to which parents and schools prioritize creating a plan for parent engagement strategies to support social emotional learning in their partnerships, and implementation of such a plan. Three themes emerged from the focus group and semi-structured interviews: 1) Prekindergarten parents and teachers perceived effective teacher communication as typically supportive to student development that includes social emotional competence. 2) Prekindergarten parents and teachers perceived shared parenting skills as typically supportive to social emotional competence and 3) Prekindergarten parents and teachers perceived decision making as typically supportive to social emotional competence. Keywords: Parent engagement, parent involvement, social-emotional competence, family involvement, family engagement, early childhood development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01