Influences of Family Involvement in Kindergarten Transition Activities on Children’s Early School Adjustment

Kang, Jean S.; Horn, Eva; Palmer, Susan B.

doi:10.1007/s10643-016-0828-4

Cited by 18 publications

(19 citation statements)

References 52 publications

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“…Parents expect teachers to establish effective communication and cooperation and to share the information related to their children with them. There are many investigations on the relationship between the establishment of positive relationships with parents and an increase in parent involvement with the development of children and having early school skills of children (Dearing, Kreider, Simpkins& Weiss, 2006;Henrich & Gadaire, 2007;Kang, Horn& Palmer, 2017;Weiss, Caspe & Lopez, 2006). The parents participating in school events actively were determined to be more satisfied with the services provided.…”

Section: Discussionmentioning

confidence: 99%

What are the expectations of parents from preschool education institutions: Why do they choose? What are they waiting for?

Yoleri¹

2021

Istraživanja u pedagogiji

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The goal of this study was to investigate the expectations of the parents with a child enrolled at a preschool education institution from preschool education institutions. This research was designed as a survey study. The sample of this study consisted of 326 children, enrolled at preschool education institutions in the center of Usak province, and their parents. "Parents' Expectations from Preschool Institutions Questionnaire" developed by Simsek and Ivrendi (2014), and "Demographics Information Form" were used as data collection tools to determine the expectations of parents from preschool education institutions. It was concluded as a result of the study that the parents had a "low level" expectation related to the sub-scales of (teacher, education-family, school policy, informing) of the Parents' Expectations from Preschool Institutions Questionnaire. A significant difference in favor of males was found out in the informing sub-scale according to the t-test results carried out related to parents' expectations in line with the gender of children. The expectations of parents from preschool institutions showed a significant difference according to income status. It was found out that the expectations of families with low income level from preschool institutions were higher compared to the expectations of families with middle- and high-income levels regarding the sub-scales of teacher and education-family.

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Section: Discussionmentioning

confidence: 99%

What are the expectations of parents from preschool education institutions: Why do they choose? What are they waiting for?

Yoleri¹

2021

Istraživanja u pedagogiji

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“…This study aimed to fill crucial gaps remaining in the literature. For example, though past research has demonstrated that early childhood transition opportunities generally lead to positive outcomes for children (Kang et al, 2017 ; Perry & Dockett, 2011 ; Rimm-Kaufman & Pianta, 2000 ), fewer studies have reported the perspectives of parents as they participate in these programs (Ferguson & Wood, 2005 ; Griebling & Gilbert, 2020 ; McIntyre et al, 2007 ). Moreover, specific ways that family involvement impacts kindergarten transition activities continue to be under-investigated (Kang et al, 2017 ; Rosenkoetter et al, 2009 ; Wildenger & McIntyre, 2011 ).…”

Section: Purpose Of This Studymentioning

confidence: 99%

“…Preparing for the new challenges associated with kindergarten has made attending preschool a highly recommended activity (Brooks-Gunn et al, 2013 ; Isaacs, 2012 ; Kang et al, 2017 ). The positive impacts of structured early childhood opportunities like preschool have been extensively studied across multiple states by the National Center for Early Development and Learning, a program funded by the U.S. Department of Education (Pianta & Cox, 1999 ; Pianta et al, 2001 ).…”

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confidence: 99%

“…Though research has shown that attending preschool provides an important opportunity for young children to succeed, preschool alone may not meet the needs of all families (Bassok et al, 2018 ; Christakis, 2016 ; Dail et al, 2008 ). Indeed, families need additional information, assistance, and opportunities to ease their children’s transition to kindergarten (Ansari et al, 2018 ; Kang et al, 2017 ; Wildenger & McIntyre, 2011 ).…”

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confidence: 99%

“…Despite these positive findings, however, scholars observe that such multi-week transition programs are still relatively uncommon across the U.S. (Fonseca, 2017 ; Griebling & Gilbert, 2020 ; La Paro et al, 2003 ). Numerous early childhood experts have advocated for further exploration of the benefits of these programs on transition outcomes (Bassok et al, 2018 ; Kang et al, 2017 ; Meloy et al, 2019 ).…”

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confidence: 99%

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Family Perceptions of Participating in a Structured Summer Kindergarten Transition Program

Merideth

Cavanaugh

Romas

et al. 2021

Early Childhood Educ J

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Many school districts provide one-time transition events to help students prepare for the rigors of kindergarten; yet, research shows families desire additional information and opportunities to help their children thrive once school begins. Researchers for this study interviewed 39 parents whose children participated in a three-week structured kindergarten transition program designed to promote parental involvement in school, reduce students’ chronic absenteeism, and increase children’s readiness for kindergarten. All interviewees expressed that participating in the program yielded benefits for themselves and their children. Respondents shared that meeting education staff members early during the summer, familiarizing themselves with the layout and routines of their schools, and building stronger social connections with other families were of particular value in helping them prepare for the start of kindergarten. Similarly, understanding kindergarten expectations more thoroughly and acquiring tools to support their children at home were deemed especially beneficial for those families who had not previously participated in preschool or other structured school opportunities. In addition to positive feedback, participants proposed various ways that adjusting the program could better meet the needs of all stakeholders. Suggestions included increasing the length of the student sessions, improving communication between district and families, re-structuring the parent information sessions to be more conducive to working families, and staffing the program with more individuals who would stay on as teachers during the transition from summer to fall. Parent suggestions from this study were synthesized into multiple implications for practice and substantiated by current relevant literature.

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Picture Book Portrayals of the Transition to Kindergarten: Who is Responsible?

Cutler

Slicker

2020

Early Childhood Educ J

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Influences of Family Involvement in Kindergarten Transition Activities on Children’s Early School Adjustment

Cited by 18 publications

References 52 publications

What are the expectations of parents from preschool education institutions: Why do they choose? What are they waiting for?

What are the expectations of parents from preschool education institutions: Why do they choose? What are they waiting for?

Family Perceptions of Participating in a Structured Summer Kindergarten Transition Program

Picture Book Portrayals of the Transition to Kindergarten: Who is Responsible?

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