Supporting Preschool Children with Developmental Concerns: Effects of the Getting Ready Intervention on School-Based Social Competencies and Relationships

Autor/inn/en	Sheridan, Susan M.; Knoche, Lisa L.; Boise, Courtney E.; Moen, Amanda L.; Lester, Houston; Pope Edwards, Carolyn; Schumacher, Rachel; Cheng, Katherine
Titel	Supporting Preschool Children with Developmental Concerns: Effects of the Getting Ready Intervention on School-Based Social Competencies and Relationships
Quelle	(2019), (53 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Sheridan, Susan M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Children; Developmental Delays; School Readiness; Intervention; Interpersonal Competence; Parent Participation; Low Income Students; At Risk Students; Social Development; Emotional Development; Peer Relationship; Teacher Student Relationship; Parent Teacher Cooperation + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Entwicklungsverzögerung; Readiness for school; School ability; Schulreife; Interpersonale Kompetenz; Elternmitwirkung; Soziale Entwicklung; Gefühlsbildung; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	The current study reports the results of a randomized controlled trial examining the impact of the Getting Ready parent engagement intervention on young children's social-emotional competencies and the quality of the student-teacher and parent-teacher relationships. Participants were 267 preschool-aged children and their parents, as well as 97 preschool teachers. All children attended publicly funded preschool programs and were low income. In addition, all were considered educationally at risk due to developmental concerns in the areas of language, cognition and/or social-emotional development. Parent and teacher surveys were administered twice per academic year (fall and spring) for two academic years. Findings indicated that children in the treatment group were rated by their teachers to have greater improvement in social skills over two years of preschool as compared to their peers in the comparison condition. Teachers in the treatment condition reported significantly greater increases in their relationships with children as compared to children in the comparison group. Teachers in the intervention group also reported significant increases in their overall relationships with parents. The current findings illustrate the efficacy of Getting Ready at improving the social skills and important relationships for preschool children experiencing developmental risk. [This paper was published in "Early Childhood Research Quarterly" v48 n3 p303-316 2019.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01