A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children

Abstract

The primary objective of this study was to obtain a multidimensional picture of parent involvement in kindergarten. Participants in this study were 307 low-income, ethnic minority children and their primary caregivers in a large, urban school district in the Northeast. Results revealed that kindergarten parent involvement dimensions (i.e., from the Parent Involvement in Children's Education Scale; Fantuzzo, Tighe, McWayne, Davis, & Childs, 2002) were congruent with those established with preschool (Head Start) parents. Multivariate relationships were found between kindergarten parent involvement dimensions and children's social and academic competencies. Parents who actively promote learning in the home, have direct and regular contact with school, and experience fewer barriers to involvement have children who demonstrate positive engagement with their peers, adults, and learning.

Preschool Children’s School Readiness

“…Pre-school education involving in school-family and the child cooperation promotes school readiness and children's academic skills (Fantuzzo, McWayne, & Perry, 2004). McWayne and Owsianik (2004);Cadima, McWilliam, and Leal (2010);Farver, Xu, Eppe, and Lonigan (2006) have reached similar results about children's school readiness. Families must meet the basic needs of children; they must know the child's needs and be in communication with teachers continuously.…”

Making the difference with active parenting; forming educational partnerships between parents and schools

“…Although parental involvement appears to have a more positive effect on children's development than parental participation (Desforges and Abouchaar 2003), both forms are closely related. Parents which show active forms of parental involvement are usually also more active in the field of parental participation (McWayne et al 2004) and tend to be more involved in activities in the community (Morrison Gutman and McLoyd 2000).…”

“…Epstein 2001;Fan and Chen 2001;Desforges and Abouchaar 2003;Jeynes 2003;Mcwayne et al 2004;Sylva et al 2004;Gonzalez-Dehass et al 2005;Hoover-Dempsey et al 2005;Harris and Chrispeels 2006;Smit et al 2006;Smit et al 2007;Patall et al 2008). The most determinative factor in parental involvement appears to be what could be called good parenthood in the home situation (cf.…”

“…The most determinative factor in parental involvement appears to be what could be called good parenthood in the home situation (cf. Desforges and Abouchaar 2003;Fantuzzo et al 2004;McWayne et al 2004). This factor is characterised by the establishing of a safe and stable home setting, stimulation of intellectual development, e.g.…”

Parent Involvement, Cultural Capital, and the Achievement Gap Among Elementary School Children

“…Because parent involvement has been shown to be positively related to children's educational performance (Barnard, 2004;Fan & Chen, 2001;Feuerstein, 2000;Jeynes, 2003;McWayne, Hampton, Fantuzzo, Cohen, & Sekino, 2004) and may mediate the effects of poverty, parents' educational attainment, and race/ethnicity on achievement (De Civita et al, 2004;Eamon, 2002;Schreiber, 2002), increasing parent involvement has been identified as a possible strategy for reducing the achievement gap. Parent involvement at school may include attending parent-teacher conferences, attending programs featuring students, and engaging in volunteer activities.…”