Influence of Children's Gender and Surrounding's Variables on School Readiness : Based on Educational Level of Parents, Educational Participation of Mother, Teaching Method of Teacher and Literacy Conditions of Home and Class

This study was aimed at examining the paths through which family socioeconomic status as indicated by family income and parental education influenced preschool-aged children's socioemotional and cognitive development through the mediating role of parental warmth and the home learning environment. The study made use of data from 1,080 families who participated in the 5th wave of the Panel Study on Korean Children, when their children were approximately 4 years of age. Structural equation modeling analysis revealed that the models, including both parental warmth and the home learning environment did not fit the data well. The effects of warmth on social competence and cognitive development were not statistically significant. The modified models, using the home learning environment as a mediator between family SES and child's developmental outcomes showed that higher level of family income and parental education predicted a more cognitively stimulating home environment, which in turn,

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Analyzing the Typology of First Graders’ School Adjustment and Identifying the Predictors of Mothers’ Educational Involvement

홍¹,

장²,

이³

2021

Korean J Child Stud

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Objectives:The purpose of the present study was to investigate the types of school adjustment of children in the first grade and to identify the predictors of mothers' educational involvement on the children's school adjustment types. Methods: Data were collected from 144 pairs of mothers and teachers from the Panel Study on Korean Parent Educational Involvement (PSKPEI) in 2018. Preliminary analyses were examined using descriptive statistics. Furthermore, a latent profile analysis and a three-step approach using the Mplus program were conducted to examine the typology of first graders' school adjustment and to identify the predictors of mothers' educational involvement. Results:The major findings of this study are as follows: First, the latent profiles of first graders' school adjustment were classified into three types (mild adjustment difficulties, adequate adjustment, and highlevel adjustment). Second, the probability of being classified into each type differed according to parenting efficacy, educational support activities at home, and teacher-mother relationships among mothers' educational involvement. In particular, first graders are more likely to belong to the high-level adjustment group compared to those in the mild adjustment difficulties group when mothers have high levels of parenting efficacy, there are educational support activities at home, and there are positive teacher-mother relationships. Conclusion: These findings empirically confirmed individual differences in first graders' school adjustment, and suggest the importance of mothers' educational involvement on their children's adjustment in their first year at school.

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Influence of Children's Gender and Surrounding's Variables on School Readiness : Based on Educational Level of Parents, Educational Participation of Mother, Teaching Method of Teacher and Literacy Conditions of Home and Class

Cited by 3 publications

References 22 publications

Interventions for Increasing Academic School Readiness of Young Children with Developmental Delays in Korea: A Systematic Review

Interventions for Increasing Academic School Readiness of Young Children with Developmental Delays in Korea: A Systematic Review

The Effects of Parental Socioeconomic Status on Preschoolers’ Social Competence and Cognitive Development：The Role of Parental Warmth and Home Learning Environment

Analyzing the Typology of First Graders’ School Adjustment and Identifying the Predictors of Mothers’ Educational Involvement

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