Longitudinal and Geographic Trends in Family Engagement during the Pre-Kindergarten to Kindergarten Transition
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| Title: | Longitudinal and Geographic Trends in Family Engagement during the Pre-Kindergarten to Kindergarten Transition |
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| Language: | English |
| Authors: | Sheridan, Susan M., Koziol, Natalie, Witte, Amanda L., Iruka, Iheoma, Knoche, Lisa L. |
| Source: | Grantee Submission. 2019. |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2019 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305N160016 |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | 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 |
| DOI: | 10.1007/s10643-019-01008-5 |
| 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 K 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 one 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. [This article was published in "Early Childhood Education Journal."] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2020 |
| Accession Number: | ED602471 |
| Database: | ERIC |
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| 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 K 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 one 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. [This article was published in "Early Childhood Education Journal."] |
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| DOI: | 10.1007/s10643-019-01008-5 |
