Increasing Parent Involvement among Head Start Families: A Randomized Control Group Study

Autor/inn/en	DeLoatche, Kendall Jeffries; Bradley-Klug, Kathy L.; Ogg, Julia; Kromrey, Jeffrey D.; Sundman-Wheat, Ashley N.
Titel	Increasing Parent Involvement among Head Start Families: A Randomized Control Group Study
Quelle	In: Early Childhood Education Journal, 43 (2015) 4, S.271-279 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-014-0660-7
Schlagwörter	Parent Participation; Parent School Relationship; Preschool Education; Early Intervention; Emergent Literacy; Family Environment; At Risk Students; Preschool Children; Parents; Control Groups; Experimental Groups; Comparative Analysis; Statistical Analysis; Family Involvement; Program Effectiveness; Experience + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Pre-school education; Vorschulerziehung; Frühleseunterricht; Familienmilieu; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Eltern; Statistische Analyse; Erfahrung
Abstract	Parent involvement (PI) during preschool has been linked with strong pre-literacy skills, acquisition of mathematical skills, well-developed social skills, and positive attitudes toward school. Parents' active involvement in their children's learning is a recommended strategy in engaging families in children's education experiences. The purpose of the current study was to estimate the impact of a parent-directed early literacy intervention on three dimensions of PI--home-based, school-based, and home-school conferencing (HSC)--among Head Start parents and their preschool-aged children. Twenty-four preschool children (and their parents) were randomly assigned to an intervention or active control group. PI was assessed at the beginning and end of the intervention. Results of a series of two-way repeated measures analyses of variance indicated significant improvements in home-based PI among parents in the intervention group, but no differences in school-based or HSC types of PI. Parents' prior experience with their children's preschool education did not moderate the impact of the intervention on PI. These findings provide support for the effectiveness of this parent-directed early literacy intervention as a strategy to increase home-based PI activities among families in Head Start. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01