Center, Nebraska, Children, Youth, Families, and Schools
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
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Document Type
Article
Date of this Version
11-22-2019
Citation
Published in Early Childhood Education Journal (2020) 48:365–377
DOI: 10.1007/s10643-019-01008-5
Abstract
The transition to kindergarten is foundational for children’s future school performance and families’ relationships with the educational system. Despite its well-documented benefits, few studies have explored family engagement across the pre- Kindergarten (pre-K) to kindergarten transition nor considered the role of geographic context during this period. This study examined trajectories of family engagement across the pre-K to kindergarten transition, and identified whether engagement differs for families in rural versus urban settings. Participants were 248 parents of children who participated in publicly funded pre-K programs and transitioned 1 year later into kindergarten. Home-based involvement increased from pre-K through kindergarten. School-based involvement increased during pre-K and decreased through the end of kindergarten. Structural and relational communication remained stable during pre-K and decreased through the end of kindergarten. Compared to urban parents, rural parents reported less home-based involvement, structural communication, and relational communication. Implications for practice and policy are explored.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Child Psychology Commons, Counseling Psychology Commons, Developmental Psychology Commons, Early Childhood Education Commons, Educational Psychology Commons, Family, Life Course, and Society Commons, Other Social and Behavioral Sciences Commons
Comments
Copyright © Springer Nature B.V. 2019. Used by permission