Impact of Parent Involvement on Children's Development and Academic Performance: A Three-Cohort Study.

Autor/in	Marcon, Rebecca A.
Titel	Impact of Parent Involvement on Children's Development and Academic Performance: A Three-Cohort Study.
Quelle	(1999), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Child Development; High Risk Students; Low Income Groups; Parent Influence; Parent Participation; Parent School Relationship; Predictor Variables; Preschool Children; Preschool Education + Suchen Sie Ihr Suchwort? Schulleistung; Kindesentwicklung; Problemschüler; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Prädiktor; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	This study examined the possibility of a "threshold" of parent involvement with their children's preschools, that can lead to positive child outcomes in a sample of hard-to-engage families. Three cohorts of preschool children were studied, most from low-income, single-parent families. Teachers were interviewed to determine extent of contact they had with each child's parent(s). A global measure (yes/no) of parent involvement was used; categories of contact included parent-teacher conference, home visit by teacher, extended class visit by parent, and parental help with class activity. Two groups of children were formed based upon low or high parent-teacher contact. Measurement was made of children's development in four domains (communication, daily living skills, socialization, and motor) and of mastery in four basic skill areas (verbal, math/science, social/work habits, and physical). Because no significant cohort differences in parent involvement were found, further analyses combined cohorts. Results showed that parent involvement did not differ based on child's sex, single-versus two-parent family structure, or income level. Head Start parents were significantly more involved than parents of children in prekindergarten programs. After controlling for socioeconomic status, increased parent involvement had a positive impact on preschoolers' early development and mastery of basic skills. In addition, the study found that a minimal amount of involvement is needed to affect children's academic and developmental progress, because behavior categorized in the study as "high" involvement was a small increment over no involvement. (Contains 8 references.) (EV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01