Transition to Kindergarten: Family Experiences and Involvement

Autor/inn/en	McIntyre, Laura Lee; Eckert, Tanya L.; Fiese, Barbara H.; DiGennaro, Florence D.; Wildenger, Leah K.
Titel	Transition to Kindergarten: Family Experiences and Involvement
Quelle	In: Early Childhood Education Journal, 35 (2007) 1, S.83-88 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-007-0175-6
Schlagwörter	Early Childhood Education; Behavior Problems; Young Children; Parent Participation; Parent School Relationship; Kindergarten; Transitional Programs; Family Involvement; School Readiness; Academic Achievement; Expectation; Student Behavior; Socioeconomic Influences; Family Income + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Readiness for school; School ability; Schulreife; Schulleistung; Expectancy; Erwartung; Student behaviour; Schülerverhalten; Sozioökonomischer Faktor; Familieneinkommen
Abstract	The transition to kindergarten is an important developmental milestone for young children, their families, and teachers. Preparing students for successful kindergarten transition has been identified as a national priority, yet the degree to which parents are involved in kindergarten preparation is rarely considered. This study investigated the family experiences and involvement in kindergarten transition in 132 families whose children had completed early education programs and were beginning kindergarten. Results suggest that the majority of families wanted more involvement in the transition to kindergarten planning and wanted information about kindergarten readiness, including academic and behavioral expectations. The top concerns expressed by families were attending a new school and difficulties with following directions or other behavior problems. Families with fewer financial resources reported less involvement in transition activities than families with more resources. Implications for early childhood education are discussed, in light of the growing emphasis on parent involvement and kindergarten readiness. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10