Parent Involvement in the Getting Ready for School Intervention Is Associated With Changes in School Readiness Skills

Abstract

The role of parent involvement in school readiness interventions is not well-understood. The Getting Ready for School (GRS) intervention is a novel program that has both home and school components and aims to improve early literacy, math, and self-regulatory skills in preschool children from socioeconomically disadvantaged families. In this study, we first examined associations between family characteristics and different indices of parent involvement in the GRS intervention. We then examined associations between parent involvement and change in children's school readiness skills over time. Participants were 133 preschool children attending Head Start and their parents who participated in the GRS intervention during the academic year 2014–2015. Parent involvement was operationalized as attendance to GRS events at the school, time spent at home doing GRS activities, and usage of digital program materials, which included a set of videos to support the implementation of parent-child activities at home. Although few family characteristics were significantly associated with parent involvement indices, there was a tendency for some markers of higher socioeconomic status to be linked with greater parent involvement. In addition, greater parent involvement in the GRS intervention was significantly associated with greater gains in children's early literacy, math, and self-regulatory skills. These findings suggest that parent involvement in comprehensive early interventions could be beneficial in terms of improving school readiness for preschoolers from disadvantaged families.

Promoting adults’ knowledge for engaging young children with numerical activities.

“…Findings indicated that most parent did not play the game at home according to the suggested instructions. In an effort to increase the success of home interventions, some educators implemented programs that included both parents and preschool teachers (e.g., Marti et al, 2018). However, not all preschool teachers believe in the importance of family involvement (Tirosh et al, 2017).…”

Problematika Anak Pekerja Migran di Tulungagung dalam Perspektif Bimbingan dan Konseling

“…Selaras dengan temuan penelitian ini, Fauziah et al, (2020) menjelaskan bahwasanya praktik pengasuhan dan keterlibatan orangtua memiliki peranan penting dalam meningkatkan konsep diri anak. Dalam hal pendidikan, keterlibatan orangtua, dan kerja sama orangtua akan berdampak pada kesiapan anak dalam bersekolah (Ip et al, 2016;Magdalena, 2013;Marti et al, 2018). Oleh karena itu, orangtua perlu mempertimbangkan dampak yang diakibatkan dari migrasi menjadi pekerja migran (Wahyuningsih & Jatiningsih, 2017).…”

Parenting Practice, Parental Involvement in School, Child’s Self Concept and School Readiness

“…Hasil tersebut sejalan dengan penelitian Badri et al (2014) dan Murray, Piazza, dan Harrison (2015) yang menjelaskan bahwa keterlibatan orang tua pada saat anak berada di pendidikan prasekolah dinilai lebih efektif dalam mengembangkan rasa percaya diri anak, mudah beradaptasi, memberikan informasi terkait dengan kemajuan anak, memberikan pemahaman kepada orang tua megenai perkembangan anak sesuai tahapan usianya, memberikan arahan terkait pembelajaran di rumah, serta mengembangkan kemampuan akademik anak. Tingginya keterlibatan orang tua di sekolah juga mampu meningkatkan kesiapan anak bersekolah dibandingkan dengan yang tidak terlibat (Majzub & Rashid, 2012;Marti et al, 2018). Kesiapan sekolah anak dalam hal ini secara keseluruhan berkembang sesuai harapan pada semua aspek perkembangan, terutama aspek perkembangan kognitif.…”