Parent Engagement and School Readiness: Effects of the Getting Ready Intervention on Preschool Children's Social-Emotional Competencies

Autor/inn/en	Sheridan, Susan M.; Knoche, Lisa L.; Edwards, Carolyn P.; Bovaird, James A.; Kupzyk, Kevin A.
Titel	Parent Engagement and School Readiness: Effects of the Getting Ready Intervention on Preschool Children's Social-Emotional Competencies
Quelle	In: Early Education and Development, 21 (2010) 1, S.125-156 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	School Readiness; Early Intervention; Disadvantaged Youth; Preschool Children; Parent Participation; Competence; Social Development; Emotional Development; Child Development; Parent Child Relationship; Age Differences; Attachment Behavior; Interpersonal Relationship; Anxiety; Withdrawal (Psychology); Low Income Groups; Program Effectiveness + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Benachteiligter Jugendlicher; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Elternmitwirkung; Kompetenz; Soziale Entwicklung; Gefühlsbildung; Kindesentwicklung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Age; Difference; Age difference; Altersunterschied; Attachment; Bindungsverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Angst; Rückzugsverhalten
Abstract	Research Findings: Parental engagement with children has been linked to a number of adaptive characteristics in preschool children, and relationships between families and professionals are an important contributor to school readiness. Furthermore, social-emotional competence is a key component of young children's school readiness. This study reports the results of a randomized trial of a parent engagement intervention (Getting Ready) designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on social-emotional outcomes. Two hundred and twenty children were involved over the 4-year study period. Statistically significant differences were observed between treatment and control participants in the rate of change over a 2-year period on teacher reports for certain interpersonal competencies (i.e., attachment, initiative, and anxiety/withdrawal). In contrast, no statistically significant differences between groups over a 2-year period were noted for behavioral concerns (anger/aggression, self-control, or behavioral problems) as a function of the Getting Ready intervention. Practice or Policy: The intervention appears to be particularly effective at building social-emotional competencies beyond the effects experienced as a function of participation in Head Start programming alone. Limitations and implications for future research are reviewed. (Contains 4 footnotes, 4 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10