Longitudinal and Geographic Trends in Family Engagement during the Pre-Kindergarten to Kindergarten Transition

Autor/inn/en	Sheridan, Susan M.; Koziol, Natalie; Witte, Amanda L.; Iruka, Iheoma; Knoche, Lisa L.
Titel	Longitudinal and Geographic Trends in Family Engagement during the Pre-Kindergarten to Kindergarten Transition
Quelle	In: Early Childhood Education Journal, 48 (2020) 3, S.365-377 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sheridan, Susan M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-019-01008-5
Schlagwörter	Family Involvement; Preschool Children; Kindergarten; Student Adjustment; Rural Urban Differences; Parent Role; Interpersonal Communication; Family Environment; Parent Teacher Cooperation; Family School Relationship; Parent Background; Individual Characteristics; Geographic Location; School Readiness + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Stadt-Land-Beziehung; Parental role; Elternrolle; Interpersonale Kommunikation; Familienmilieu; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elternhaus; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Readiness for school; School ability; Schulreife
Abstract	The transition to kindergarten is foundational for children's future school performance and families' relationships with the educational system. Despite its well-documented benefits, few studies have explored family engagement across the pre-Kindergarten (pre-K) to kindergarten transition nor considered the role of geographic context during this period. This study examined trajectories of family engagement across the pre-K to kindergarten transition, and identified whether engagement differs for families in rural versus urban settings. Participants were 248 parents of children who participated in publicly funded pre-K programs and transitioned 1 year later into kindergarten. Home-based involvement increased from pre-K through kindergarten. School-based involvement increased during pre-K and decreased through the end of kindergarten. Structural and relational communication remained stable during pre-K and decreased through the end of kindergarten. Compared to urban parents, rural parents reported less home-based involvement, structural communication, and relational communication. Implications for practice and policy are explored. [For the corresponding grantee submission, see ED602471.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01