Transition to Kindergarten Videos and Their Relationship to Family Engagement

Abstract

Transition to kindergarten videos (in English and Spanish) are one proposed technology tool to promote parental engagement. Regression analyses were conducted to examine links between parents’ video experience and parental self-efficacy, teacher communication, and school communication. High parental self-efficacy was associated with more positive perceptions about teacher communication but less positive perceptions about school communication. Parents’ experience of the transition video was not associated with their parental self-efficacy. Viewing videos with children was only associated with lower levels of parental self-efficacy. Implications for practice and future research are discussed.