Changes in Parent Involvement across the Transition from Public School Prekindergarten to First Grade and Children's Academic Outcomes

Autor/inn/en	Powell, Douglas R.; Son, Seung-Hee; File, Nancy; Froiland, John Mark
Titel	Changes in Parent Involvement across the Transition from Public School Prekindergarten to First Grade and Children's Academic Outcomes
Quelle	In: Elementary School Journal, 113 (2012) 2, S.276-300 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
Schlagwörter	Academic Achievement; Kindergarten; Preschool Education; Stimulation; Mathematics Skills; Grade 1; Parent Participation; Parent School Relationship; Elementary School Students; Reading Skills; Literacy; Language Skills; Parent Influence; Cognitive Development; Parents as Teachers + Suchen Sie Ihr Suchwort? Schulleistung; Pre-school education; Vorschulerziehung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 01; 1. Schuljahr; Schuljahr 01; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Reading skill; Lesefertigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Language skill; Sprachkompetenz; Kognitive Entwicklung
Abstract	Between- and within-family changes in 4 dimensions of parent involvement in children's learning were examined from prekindergarten to kindergarten and from kindergarten to first grade. Children's literacy, language, and mathematics skills were individually assessed at prekindergarten entry and end of first grade. Parents' provision of cognitive stimulation decreased overall from prekindergarten to kindergarten (d = -0.26) and from kindergarten to first grade (d = -0.53), and variety of out-of-home experiences increased from kindergarten to first grade (d = 0.30). A substantial percentage of the sample increased or decreased their participation in home-based or school-based activities. The degree of change in parent provision of cognitive stimulation from kindergarten to first grade and variety of out-of-home experiences from prekindergarten to kindergarten predicted children's first-grade mathematics skills. Increases in home learning resources from prekindergarten to kindergarten were associated with higher first-grade mathematics outcomes of children with lower prekindergarten-entry mathematics skills. (Contains 1 figure, 3 tables, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10