Parent Involvement in the Getting Ready for School Intervention Is Associated With Changes in School Readiness Skills
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Parent Involvement in the Getting Ready for School Intervention Is Associated With Changes in School Readiness Skills. / Marti Castaner, Maria; Merz, Emily ; Repka, Kelsey; Landers, Cassie; Noble, Kimberly; Duch, Helena.
I: Frontiers in Psychology, Bind 9, 759, 2019.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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T1 - Parent Involvement in the Getting Ready for School Intervention Is Associated With Changes in School Readiness Skills
AU - Marti Castaner, Maria
AU - Merz, Emily
AU - Repka, Kelsey
AU - Landers, Cassie
AU - Noble, Kimberly
AU - Duch, Helena
PY - 2019
Y1 - 2019
N2 - 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 participatedin 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.
AB - 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 participatedin 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.
U2 - 10.3389/fpsyg.2018.00759
DO - 10.3389/fpsyg.2018.00759
M3 - Journal article
C2 - 29904362
VL - 9
JO - Frontiers in Psychology
JF - Frontiers in Psychology
SN - 1664-1078
M1 - 759
ER -
ID: 228535626