"A Big Door Opened for Us": Parents' Perceptions of Comprehensive Preschool

Autor/inn/en	DeMulder, Elizabeth K.; Stribling, Stacia M.
Titel	"A Big Door Opened for Us": Parents' Perceptions of Comprehensive Preschool
Quelle	In: Contemporary Issues in Early Childhood, 13 (2012) 4, S.328-343 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.2304/ciec.2012.13.4.328
Schlagwörter	Quality of Life; Preschool Education; Grounded Theory; Parent Attitudes; Qualitative Research; Low Income Groups; Child Development; Participant Satisfaction; Parent Participation; Interviews; Integrated Services; Influences; Program Effectiveness; District of Columbia + Suchen Sie Ihr Suchwort? Lebensqualität; Pre-school education; Vorschulerziehung; Elternverhalten; Qualitative Forschung; Kindesentwicklung; Elternmitwirkung; Interviewing; Interviewtechnik; Influence; Einfluss; Einflussfaktor
Abstract	This qualitative research study was designed to explore the perceptions of parents with low income regarding the effects of involvement in a comprehensive preschool program on their children's development and on the families' quality of life. A purposeful sample of parents who became actively involved in the preschool community was interviewed about their experiences and the experiences of their children. These interviews were analyzed using the constant comparative method for emerging themes related to their experiences of the preschool. Parents' perspectives provided important insights into the processes that influence what they identified as positive outcomes. These insights, all connected to a larger theme of empowerment, included: (1) replacing isolation with affiliation, (2) increased self-confidence, (3) enhanced opportunity and ability to set goals and develop skills that promote self-sufficiency and goal attainment, and (4) empowering parents to empower their children through positive parenting. The evidence suggests that preschool structures and processes can enhance the development of the whole family by serving as a support system, and by nurturing relationships that are at the core of academic success. The study contributes to the research base on the effects of comprehensive preschool approaches to support families living in poverty. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10