Parent Engagement and School Readiness: Effects of the Getting Ready Intervention on Preschool Children's Social–Emotional Competencies

Abstract

Research Findings Parental engagement with children has been linked to a number of adaptive characteristics in preschool children, and relationships between families and professionals are an important contributor to school readiness. Furthermore, social–emotional competence is a key component of young children’s school readiness. This study reports the results of a randomized trial of a parent engagement intervention (Getting Ready) designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on social–emotional outcomes. Two hundred and twenty children were involved over the 4-year study period. Statistically significant differences were observed between treatment and control participants in the rate of change over a 2-year period on teacher reports for certain interpersonal competencies (i.e., attachment, initiative, and anxiety/ withdrawal). In contrast, no statistically significant differences between groups over a 2-year period were noted for behavioral concerns (anger/aggression, self-control, or behavioral problems) as a function of the Getting Ready intervention. Practice or Policy The intervention appears to be particularly effective at building social–emotional competencies beyond the effects experienced as a function of participation in Head Start programming alone. Limitations and implications for future research are reviewed.

Développement socioaffectif d’enfants immigrants de pays en développement : impact du programme ÉgALIté

“…Par exemple, le pro gramme d'intervention Getting Ready améliore les compétences interpersonnelles des participants (Sheridan, Knoche, Edwards, Bovaird, & Kupzyk, 2010), alors que le programme Incredible Years diminue les problèmes de comportements et bonifie le développement des compétences sociales et de l'autorégulation émotionnelle (Webster-Stratton, Reid, & Stoolmiller, 2008). Au Québec, Letarte, Normandeau et Allard (2010) (Bierman et al, 2008).…”

Programmer for 0-6 årige med forældreinvolvering i dagtilbud. En forskningskortlægning: VIDA-Forskningsserien, 2011:02

“…Sheridan et al (2010) undersøger laerernes opfattelse af børnenes sociale-emotionelle kompetencer og bekymrende adfaerd ved brug af to test, DECA (LeBuffe & Naglieri, 1999) og SCBE-30 (LaFreniere & Dumas, 1996). Studiet undersøger således effekten af indsatsen ved at måle to dimensioner af sociale og emotionelle kompetencer: Interpersonelle kompetencer og adfaerdsmaessige kompetencer.…”

Inclusive education and insufficient school readiness in Grade 1: Policy versus practice

“…Numerous suggestions have been made by authors of school readiness literature about how such learners should be supported (Berhenke, Miller, Brown, Seifer & Dickstein 2011;Bierman et al 2008;McClelland & Morrison 2003;Sheridan, Knoche, Edwards, Bovaird & Kupzyk 2010;Vitiello, Moas, Henderson, Greenfield & Munis 2012). These include establishing nurturing relationships with the learners, giving positive feedback, and providing stimulating classrooms.…”