The contribution of parent and peer support to head start children's early school adjustment

Taylor, Angela R.; Machida, Sandra

doi:10.1016/0885-2006(94)90016-7

Cited by 50 publications

(23 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In a similar vein, Taylor and Machida (1994) found that active parental involvement in Head Start programs led to improved classroom behaviors and higher learning skills at the end of the school year.…”

mentioning

confidence: 86%

Parental Involvement in Prekindergarten At-Risk Programs: Multiple Perspectives

McBride¹,

Lin²

1996

Journal of Education for Students Placed at Risk (JESPAR)

View full text Add to dashboard Cite

mentioning

confidence: 86%

Parental Involvement in Prekindergarten At-Risk Programs: Multiple Perspectives

McBride¹,

Lin²

1996

Journal of Education for Students Placed at Risk (JESPAR)

View full text Add to dashboard Cite

“…This approach rests on transactional models of development (e.g., Bronfenbrenner, 1979) and argues for continuity between home and school contexts (Christenson, 2004;Epstein, 1995). The value of parent involvement during the preschool years has been documented by research linking parent involvement with enduring cognitive and social benefits for children (e.g., Fantuzzo, McWayne, Perry, & Childs, 2004;Marcon, 1999;Taylor & Machida, 1994). In addition, theoretical models have posited that engagement in parent involvement activities can have positive impacts on enhancing the home learning environment and improving the parent-child relationship (Lamb-Parker, Boak, Griffin, Ripple, & Peay, 1999).…”

Section: Introductionmentioning

confidence: 99%

Parent Involvement, Parental Depression, and Program Satisfaction Among Low-Income Parents Participating in a Two-Generation Early Childhood Education Program

LaForett

Smith

2010

Early Education & Development

View full text Add to dashboard Cite

Abstract:Research Findings: This study simultaneously examined parental depression and parent involvement as predictors of satisfaction with an early childhood intervention program. Parents (N = 203) of Head Start children participated in this short-term longitudinal study. Measures of parent involvement and satisfaction assessed multiple dimensions of these constructs. Nearly 40% of low-income mothers reported being sometimes or chronically depressed over the course of 1 year of the Head Start program. Compared with mothers who were never depressed, those who were sometimes depressed reported less involvement in home-and school-based activities as well as fewer interactions with their child's teacher. Never depressed parents were more likely to be satisfied with their child's teacher compared with either group of depressed mothers. Higher levels of parent involvement and parent-teacher interaction predicted optimal satisfaction with Head Start services. Practice or Policy: Implications of results for practice are considered in terms of teacher training to recognize unique needs involved in working to establish a homeschool connection with mothers experiencing depression. Strategies for building community partnerships to assist with mental health needs are discussed.parenting | depression | low income parents | parental involvement | early childhood

show abstract

“…These findings supplement the existing literature on early intervention and children's social and emotional development in several ways. First, while Head Start, the largest federally funded comprehensive early intervention program for economically disadvantaged children, encourages 'positive social development', few studies have evaluated whether program participation ultimately increases longer-term social and emotional development (McKey et al 1985;Olmsted 1991;Slaughter et al 1989;Rubin and Coplan 1993;Taylor and Machida 1994). Secondly, this study adds to the existing evidence on testing moderation effects for large-scale public early intervention programs, although results suggest only modest support for differential program effects.…”

Section: Discussionmentioning

confidence: 98%

Early childhood intervention and early adolescent social and emotional competence: second-generation evaluation evidence from the Chicago Longitudinal Study

Niles

Reynolds²,

Roe‐Sepowitz

2008

Educational Research

View full text Add to dashboard Cite

Background: To explore whether social or emotional outcomes for high-risk early adolescent youth that attended an established preventive intervention called the Chicago Child-Parent Center Preschool Program (CPC) are moderated by individual, family and program variations. Purpose: Two questions are addressed: (1) Do the effects of CPC preschool participation on early adolescent social and emotional competency vary by sex of child, family risk status, parent education and family structure? (2) Do estimated effects on early adolescent social and emotional competency vary by program length in the preschool and school-age components of the program? Programme description: Located in or close to elementary schools in the Chicago public school system, the CPC program provides educational and family-support services to children between the ages of 3 and 9 (preschool to 2nd or 3rd grade). Within a structure of comprehensive services similar to Head Start, the intervention emphasises the acquisition of basic skills in language arts and math through relatively structured but diverse learning experiences that include teacher-directed, whole-class instruction, small-group and individualised activities, and frequent field trips. Sample: Data for this investigation were drawn from the Chicago Longitudinal Study (CLS). The CLS follows a cohort of 1539 disadvantaged, minority children (93% African-American, 7% Latino or Other) who were born in 1980 and attended kindergarten programs within the Chicago Public School System in 1985/86. Out of the full sample of 1539, a subset of 989 children (64% of the sample) received preschool services from one of Chicago's 20 Child-Parent Center (CPC) programs. An additional set of 550 children (36% of the sample) did not attend CPC preschool and serve as a non-CPC comparison group. The study sample are 1378 primarily African-American youth who participated in the CLS and had scores for two or more identifiable social and emotional competency indicators by age 15. Design and methods: Follow-up of a non-randomised alternative intervention matched-group cohort at age 15 years. Differential effects were estimated using multiple regression. Program interaction terms (e.g., program 6 sex or program 6 parent high school graduate) were added to the basic regression model specification that already included the main effects of each variable included in the interaction. Results: Some 12% (or 11 of 92) of the interaction terms for social and emotional outcomes by age 15 were significant at the 0.01 or 0.05 level. The most frequently detected differential effects were for family risk level (high or low) and sex of child. Conclusions: Most children appear to benefit equally from participation in the CPC program. The prediction from ecological theory that children experiencing a large number of environmental risk factors (e.g., high family risk status and low

show abstract

The contribution of parent and peer support to head start children's early school adjustment

Cited by 50 publications

References 28 publications

Parental Involvement in Prekindergarten At-Risk Programs: Multiple Perspectives

Parental Involvement in Prekindergarten At-Risk Programs: Multiple Perspectives

Parent Involvement, Parental Depression, and Program Satisfaction Among Low-Income Parents Participating in a Two-Generation Early Childhood Education Program

Early childhood intervention and early adolescent social and emotional competence: second-generation evaluation evidence from the Chicago Longitudinal Study

Contact Info

Product

Resources

About