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ERIC Number: EJ1247896
Record Type: Journal
Publication Date: 2020-May
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1082-3301
EISSN: N/A
Longitudinal and Geographic Trends in Family Engagement during the Pre-Kindergarten to Kindergarten Transition
Sheridan, Susan M.; Koziol, Natalie; Witte, Amanda L.; Iruka, Iheoma; Knoche, Lisa L.
Early Childhood Education Journal, v48 n3 p365-377 May 2020
The transition to kindergarten is foundational for children's future school performance and families' relationships with the educational system. Despite its well-documented benefits, few studies have explored family engagement across the pre-Kindergarten (pre-K) to kindergarten transition nor considered the role of geographic context during this period. This study examined trajectories of family engagement across the pre-K to kindergarten transition, and identified whether engagement differs for families in rural versus urban settings. Participants were 248 parents of children who participated in publicly funded pre-K programs and transitioned 1 year later into kindergarten. Home-based involvement increased from pre-K through kindergarten. School-based involvement increased during pre-K and decreased through the end of kindergarten. Structural and relational communication remained stable during pre-K and decreased through the end of kindergarten. Compared to urban parents, rural parents reported less home-based involvement, structural communication, and relational communication. Implications for practice and policy are explored. [For the corresponding grantee submission, see ED602471.]
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305N160016