Getting Parents “Ready” for Kindergarten: The Role of Early Childhood Education / Browse Our Publications / Publications & Resources / HFRPWhen families are involved in their children's early childhood education, children may experience greater success once they enter elementary school (Miedel & Reynolds, 1. We define educational involvement of families as activities that parents conduct at home and in early childhood settings to directly or indirectly support their children's learning. This research brief presents preliminary evidence that family involvement in young children's education may contribute not only to a smooth transition to elementary school for children, but also for parents, by helping to prepare them for later involvement in their children's learning. This brief draws from the literature on transition, recent findings from the School Transition Study at the Harvard Family Research Project, and recommended practices from early childhood professionals. Does Early Childhood Education “Ready” Parents for Involvement in Their Children's School? Research suggests that family involvement in education can boost young children's academic success (e. Henderson & Berla, 1.
Parental Involvement in Early Intervention Programs for Children. Parental Involvement in Early Intervention Programs for. Supporting Families: Children Are The Winners. Most education intervention programs. Parent involvement enriches early childhood programs in many ways. Izzo, Weissbert, Kasprow & Fendrich, 1. Marcon, 1. 99. 9; Powell, 1. Research also suggests that the transition between early childhood and elementary school can be a crucial period in children's development (Pianta, Rimm- Kauffman & Cox 1. Yet less is known about the experience of kindergarten transition from parents' perspective (for an exception, see Pianta & Kraft- Sayre, 1. A review of early childhood education and intervention literature suggests that these experiences can affect parents' current and future beliefs and practices (Barnard, 2. Compared to non- preschool parents, parents of children who participated in preschool activities had higher occupational aspirations for their children, more satisfaction with their children's school performance, and greater parent involvement in elementary years at home and in school. Preschool factors positively affecting later home and school involvement include the existence, amount, and number of years of preschool, as well as follow- on activities once children reach school age. Yet in her review, Barnard also found studies suggesting that early interventions could lead to less home- school communication and involvement later on. Given the importance of this topic for children's later success, and the mixed results of prior research, we set out to explore connections between early childhood education experiences and later family involvement in education. For a full review of transition literature, see Little & Bohan- Baker (2. How Do Early Childhood Programs Shape Parent Involvement in Kindergarten? We began with the hypothesis that parents' positive experiences with early childhood programs could help prepare them for connecting with their children's elementary schools. We asked: Is there a relationship between children's attendance at early childhood programs and their parents' involvement with the school once their children enter kindergarten? Do parents' evaluations of these early childhood education experiences affect their later educational involvement? We interviewed over 2. About half participated in the Comprehensive Child Development Program (CCDP), a national early intervention program that offered a menu of family support services such as child care, financial assistance, referrals, a family center, family social activities, and parenting education. Findings begin to confirm our initial hypothesis: Parents read a lot more to their children. Parents whose children attend any preschool or child care setting are 1. Parents are more likely to visit their child's kindergarten classroom. Research suggests that strong peer networks with other parents in the school community may be linked to parents' level of involvement with and information about the school (Lareau, 1. In our study, parents whose children participated in preschool or Head Start report knowing significantly more parents in their child's kindergarten classroom than parents whose children did not attend any early childhood care, or attended day care (nursery, family day care, or center- based daycare) (chi square = 2. These initial findings suggest that early childhood programs may help set the stage for strong partnerships across families and between families and schools. Below, a qualitative analysis of parent voices adds to our understanding. What Are Parents' Perspectives on Transition? A subset of parents was asked about their feelings, experiences, and involvement practices related to their children's entry into kindergarten. Here we share the views of 2. Specifically, a third reported that their children had been placed in child care centers, a third in preschool settings, and one in family care. Length of stay averaged just over 1. About half also participated in CCDP. While this analysis does not allow for a comparison with the experiences of parents whose children did not attend early childhood settings, it does begin to provide links, from parents' perspectives, between involvement in early childhood education and elementary school. Parents Express a Range of Emotions About Their Child Starting Kindergarten. Parents expressed three main feelings: happiness, sadness, and worry. Parents' happiness was often tied to their child's excitement about school. Parents' feelings also colored their conceptions of their child as a learner, much of which developed through their early childhood education experiences. One mother says, “I was excited . This was especially true if the parents felt confidence in the quality of the teacher and the school. As one parent explained, “He is so smart. And I was happy he got to go all day, because he really likes school.” Parents also felt excitement about kindergarten as an opportunity for social development for their child- meeting new children, seeing old friends, in such as way that their child's “little life will expand” beyond their interactions in the home and community. Parents' sadness related more to their own identity as a parent. They would be separated from and missing their child, who would be “leaving the nest,” as one parent put it. Public school in particular symbolized a right of passage from young childhood into another phase of childhood for many parents, in a way that early childhood education had not. Early childhood education experiences also mediated this feeling, by providing earlier separation experiences. Early opportunities to visit the school and speak with the teacher may determine how welcome parents feel. Robert Pianta also discusses the importance of contact with the school in easing transitions to kindergarten. Several others mentioned visiting the school on the first day of class, but not before. School- based preschool programs offered another occasion to visit and be familiar with a school. Finally, other relatives, such as siblings or the parent, may have attended the school or held a job at the school, familiarizing the parent with the school and possibly the teacher. Many parents mentioned their desire to know their child's teacher, had positive experiences at the school and with the teacher, and had lasting impressions based on first visits. These visits helped them get a realistic picture of their child's school and his or her place in it. Several parents felt the program helped them know more about their child as a learner, their strengths, and weaknesses, and their developmental level. Child testing and evaluations were specifically helpful in providing this information, but reassurances from providers also gave parents a reference point for making normative comparisons of their child to others. Parents got specific ideas for learning activities to do with their children by observing home visitors and the activities they conducted, direct suggestions from providers, and other center activities. She explained that the center field trips helped promote bonding between herself and her children and sparked her children's interest in learning. So she planned her own “field trips” into the community with her children once they aged out of the program. Parents also appreciated having someone to help them solve a wide array of problems. These problems ranged from practical issues of transportation, housing, employment, and child care, to personal and parenting difficulties. What was important to parents was the constant willingness of staff to help, advise, and give suggestions. Trusting connections meant providers showed faith and confidence in the parent. One parent credits the program with “teach. Two parents describe not fully making use of services until they had been in the program for several years, either because it was not convenient or because they were not motivated. Both very much appreciated the program after that point, and even felt hurt when the program ended, characterizing it as having “kicked” them out of the program (when their child went to school). A few parents were able to maintain connection to the program through employment, friendships, or affiliated school- age services (i. Parents also appreciated leadership and learning opportunities.
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