"You Want the Best for Your Kids": Improving Educational Outcomes for Children Living in Poverty through Parental Engagement

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Autor/inn/en	Sime, Daniela; Sheridan, Marion
Titel	"You Want the Best for Your Kids": Improving Educational Outcomes for Children Living in Poverty through Parental Engagement
Quelle	In: Educational Research, 56 (2014) 3, S.327-342 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1881
DOI	10.1080/00131881.2014.934556
Schlagwörter	Educational Improvement; Poverty; Parent Participation; Foreign Countries; Correlation; Social Environment; Economically Disadvantaged; Preschool Children; Elementary School Students; Parent Teacher Cooperation; Child Care Centers; Lunch Programs; Qualitative Research; Semi Structured Interviews; Social Mobility; Academic Ability; Knowledge Level; Parent Attitudes; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Armut; Elternmitwirkung; Ausland; Korrelation; Soziales Umfeld; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Mittagessen; Qualitative Forschung; Soziale Mobilität; Wissensbasis; Elternverhalten
Abstract	Background: Existing evidence suggests a relationship between family social contexts, family relationships and interactions, children's social and cognitive development and educational outcomes. Interventions that assist families in relation to parenting and supporting children's development can have positive effects on both parents' skills and the educational progress of their children. Purpose: This article reports on a study conducted in an area with high levels of social and economic deprivation in Scotland, which aimed to investigate the nature and effectiveness of the services in place to support poor families. The project focused on capturing the experiences of parents and what they perceived as effective support from the nursery and school staff in terms of getting them more involved in their children's learning. Sample: There was a particular focus on the four-to-seven-year age group, thus covering the crucial transition from pre-school (or non-school) provision to primary school. A sample of three Early Education & Childcare Centres (EECCs) and three schools were selected. The schools and EECCs were all from areas of high social deprivation and had a high proportion of children on free school meals. Design and methods: The study was qualitative in design and included in-depth semi-structured interviews with 19 service managers and practitioners, six focus groups with parents and six activity groups with children. Data were analysed using both pre-determined and emerging codes. Results: While all parents recognised the value of education for their children's social mobility and opportunities and were keen to engage in activities, they remained aware of the limited resources they could draw upon, mainly in terms of their restricted academic competencies, specialist knowledge and qualifications. The desire to help their children overcome their families' economic circumstances was also hampered by the absence of strong social and kinship networks that they could draw upon. Conclusions: We draw on concepts of social and cultural capital to examine parents' positioning in relation to their children's education. The conclusion highlights parents' strategic orientation to school/nurseries, often seen as a resource of cultural capital, and calls for a more positive discourse of parental engagement in relation to disadvantaged groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10