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ERIC Number: ED427880
Record Type: RIE
Publication Date: 1999-Mar
Pages: 9
Abstractor: N/A
Impact of Parent Involvement on Children's Development and Academic Performance: A Three-Cohort Study.
Marcon, Rebecca A.
This study examined the possibility of a "threshold" of parent involvement with their children's preschools, that can lead to positive child outcomes in a sample of hard-to-engage families. Three cohorts of preschool children were studied, most from low-income, single-parent families. Teachers were interviewed to determine extent of contact they had with each child's parent(s). A global measure (yes/no) of parent involvement was used; categories of contact included parent-teacher conference, home visit by teacher, extended class visit by parent, and parental help with class activity. Two groups of children were formed based upon low or high parent-teacher contact. Measurement was made of children's development in four domains (communication, daily living skills, socialization, and motor) and of mastery in four basic skill areas (verbal, math/science, social/work habits, and physical). Because no significant cohort differences in parent involvement were found, further analyses combined cohorts. Results showed that parent involvement did not differ based on child's sex, single-versus two-parent family structure, or income level. Head Start parents were significantly more involved than parents of children in prekindergarten programs. After controlling for socioeconomic status, increased parent involvement had a positive impact on preschoolers' early development and mastery of basic skills. In addition, the study found that a minimal amount of involvement is needed to affect children's academic and developmental progress, because behavior categorized in the study as "high" involvement was a small increment over no involvement. (Contains 8 references.) (EV)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Meeting of the Southeastern Psychological Association (Savannah, GA, March 1999).