Family Concerns and Involvement during Kindergarten Transition

Autor/inn/en	Wildenger, Leah K.; McIntyre, Laura Lee
Titel	Family Concerns and Involvement during Kindergarten Transition
Quelle	In: Journal of Child and Family Studies, 20 (2011) 4, S.387-396 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-1024
DOI	10.1007/s10826-010-9403-6
Schlagwörter	Transitional Programs; Parent Participation; Caregivers; Parent School Relationship; Kindergarten; Family Involvement; Articulation (Education); Caregiver Attitudes; Student Attitudes; Individual Needs; School Readiness; Partnerships in Education + Suchen Sie Ihr Suchwort? Elternmitwirkung; Caregiver; Carer; Betreuungsperson; Pfleger; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Schülerverhalten; Readiness for school; School ability; Schulreife; Hochschulpartnerschaft
Abstract	The transition from preschool to formal schooling constitutes an important developmental milestone for children and their families. Very few empirical studies investigating the kindergarten transition for typically developing children have been published, and fewer have examined transition experiences from the perspective of caregivers. The aims of our study were to investigate: (1) parent concerns during transition, (2) perceived needs during transition, and (3) parent involvement in kindergarten preparation activities. Parents/caregivers of 86 general education students transitioning to kindergarten completed a survey assessing their concerns, needs, and involvement in transition preparation activities. Results suggest that although the majority of parents expressed few concerns regarding their child's kindergarten transition, a subset (i.e., 27.9%) reported significant concerns. The areas of concern most often cited by families in this sample were socio-behavioral in nature. Parents in this sample expressed a desire for various types of information during transition. Parents most often reported engaging in low intensity transition practices characterized by generic forms of contact, rather than more individualized and intensive practices often cited in the literature as best practices. In addition, parent involvement in transition preparation activities differed by family socioeconomic status as well as district locale. This study offers practical suggestions and policy implications for coordinating family and school efforts during children's kindergarten transition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10