Family routines and practices that support the school readiness of young children living in poverty

Turnbull, Khara L.P.; Mateus, Deiby Mayaris Cubides; LoCasale-Crouch, Jennifer; Coolman, Frances; Hirt, Sofia E.; Okezie, Etomgi

doi:10.1016/j.ecresq.2021.07.004

Cited by 13 publications

(8 citation statements)

References 51 publications

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“…The predictable structure of families’ daily routines and the value that parents and children place on these routine activities are considered protective in supporting both children’s emotional well-being and academic outcomes (Felson, 1990; Ferretti & Bub, 2017; Turnbull et al, 2022). Previous studies have shown that when there are no social distancing mandates, children and families spend their days playing, reading, and engaging in academic activities.…”

Section: Families’ Daily Activitiesmentioning

confidence: 99%

“…We wanted to understand how activity characteristics changed over time, as the realization set in that virtual schooling would continue indefinitely. In response to calls for studies to comprehensively characterize family routines for children from diverse socioeconomic backgrounds (Turnbull et al, 2022), we addressed three aims in this study.…”

Section: Parents' Emotions and The Daily Caregiving Contextmentioning

confidence: 99%

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Social Class and Emotional Well-Being: Lessons From a Daily Diary Study of Families Engaged in Virtual Elementary School During COVID-19

et al. 2022

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To understand how parents adapted to virtual learning expectations during the initial COVID-19 school closures in spring 2020, this study investigated families’ daily activities, including parents’ emotions and their appraisals of the value of daily activities across two timepoints. Thirty-two parent–child dyads (Mean child age = 78 months, 50% male; 47% Latinx/Hispanic; 28% Spanish speaking) from a Southern California school district serving a diverse population completed a daily diary texting protocol (experience sampling method; ESM) five times per day over five days. Families spent most of their time together engaging in mealtime activities (preparing meals and eating). Families from low socioeconomic backgrounds reported appraising academic activities, social skills, and life skills more highly than families from high socioeconomic backgrounds. Parents reported more positive emotions than negative emotions. Findings provide opportunities for educators to mitigate learning loss by building on children’s learning experiences and family adaptations to daily routines during COVID-19.

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Section: Families’ Daily Activitiesmentioning

confidence: 99%

Section: Parents' Emotions and The Daily Caregiving Contextmentioning

confidence: 99%

Social Class and Emotional Well-Being: Lessons From a Daily Diary Study of Families Engaged in Virtual Elementary School During COVID-19

et al. 2022

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“…Similar approaches can be implemented by early childhood education teachers in classrooms. Furthermore, Turnbull et al (2022) suggested that when families routinely play with their children, engage in art activities, read to them, and engage in community activities their children are more ready for school. Even though it is obvious that all these activities can be seen as crucial for motivation and learning, what needs to be noted is that these activities were family routines, meaning that they were part of a family life.…”

Section: Discussion Conclusion and Implicationsmentioning

confidence: 99%

“…It is still unknown; however, how young children will prepare for formal schools and how older children will have better school achievement and score better on international tests such as PISA on which Turkish children have been scoring poorly (Gür et al, 2012). To sum up, although national educational policies seem to lack a more comprehensive approach to educating its youngsters and preparing them for formal schooling, a need to addresses the interconnectedness of familial, school and child related factors remain and that family systems and functioning play a key role in children's school readiness (Turnbull et al, 2022). Thus, this study focuses on exploring how within a family system, parenting styles, authoritative (democratic) and authoritarian (strict), predict children's school readiness via their effects on children's internal motivation to learn and experience new challenges.…”

Section: Introductionmentioning

confidence: 99%

The Mediating Effects of Child Mastery Motivation on the Relationship Between Parenting and Children’s Readiness to Learn: A Structural Equation Analysis

Metindogan

2022

Boğaziçi Üniversitesi Eğitim Dergisi

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The focus of the study was to explore how parenting and children’s motivation to learn would influence preschool children’s readiness to learn at school. Two-hundred-thirty-two mother-father dyads reported on their socioeconomic status (SES), child rearing practices and perceptions of their preschool age children’s mastery motivation (gross-motor persistence, object persistence, social symbolic persistence and mastery pleasure). The preschool teachers reported on children’s readiness measured by five domains (physical well-being, emotional maturation, social competence, language and cognitive competence and communication and general knowledge) and children’s mastery motivation. Structural equation modeling (SEM) analyses revealed that mastery motivation in children was a significant and a positive predictor of children’s school readiness; and the effects of parenting was mediated by mastery motivation.

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“…Specifically, children with social–emotional disorders perform worse in school and have lower socioeconomic status in adulthood ( von Stumm and Plomin, 2021 ). However, when children have social–emotional competencies, they can increase motivation, increase engagement in learning, and reduce anxiety to be ready for school ( Turnbull et al, 2022 ). Thus, it can be argued to some extent that social–emotional competence is a key aspect of school success ( Domitrovich et al, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

How the home learning environment contributes to children’s social–emotional competence: A moderated mediation model

Li¹,

Tao²,

Zheng³

2023

Front. Psychol.

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IntroductionThe home learning environment is the earliest contact learning environment in early childhood development, which plays an important role in the development of children’s social-emotional competence. However, previous studies have not clarified the precise mechanisms by which the home learning environment influences children’s social-emotional competence. Therefore, the purpose of the study is to explore the relationship between the home learning environment and its intrinsic structure (i.e. structural family characteristics, parental beliefs and interests, and the educational processes) and children’s social-emotional competence, and whether gender plays a moderating role in the relationship.MethodThe study randomly selected a sample of 443 children from 14 kindergartens in western China. The Home Learning Environment Questionnaire and the Chinese Inventory of Children’s Social-emotional competence scale were used to investigate the home learning environment and social-emotional competence of these children.Results(1) Structural family characteristics and parental beliefs and interests both had a significant positive predictive effect on children’s social-emotional competence. (2) The educational processes fully mediate between structural family characteristics, parental beliefs and interests, and children’s social-emotional competence. (3) Gender moderated the effect of the home learning environment on children’s social-emotional competence. Gender moderates not only the indirect effects between parental beliefs and interests and children’s social-emotional competence, but also the indirect effects between structural family characteristics and children’s social-emotional competence. At the same time, gender also moderated the direct effects between parental beliefs and interests and children’s social-emotional competence.DiscussionThe results emphasize the crucial role of the home learning environment in the development of children’s early social-emotional competence. Therefore, parents should pay attention to the home learning environment and improve their ability to create a home learning environment that promotes the positive development of children’s social-emotional competence.

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Family routines and practices that support the school readiness of young children living in poverty

Cited by 13 publications

References 51 publications

Social Class and Emotional Well-Being: Lessons From a Daily Diary Study of Families Engaged in Virtual Elementary School During COVID-19

Social Class and Emotional Well-Being: Lessons From a Daily Diary Study of Families Engaged in Virtual Elementary School During COVID-19

The Mediating Effects of Child Mastery Motivation on the Relationship Between Parenting and Children’s Readiness to Learn: A Structural Equation Analysis

How the home learning environment contributes to children’s social–emotional competence: A moderated mediation model

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