TY - JOUR
T1 - Influences of Parent Engagement in Early Childhood Education Centers and the Home on Kindergarten School Readiness
AU - Barnett, Melissa A.
AU - Paschall, Katherine W.
AU - Mastergeorge, Ann M.
AU - Cutshaw, Christina A.
AU - Warren, Shannon M.
N1 - Funding Information:
Funding for this research was provided by Grant 90YE0178 (PI: Barnett) from the Office of Planning, Research and Evaluation (OPRE) for Secondary Analysis of Data on Early Care and Education. The contents are solely the responsibility of the authors and do not necessarily represent the official views of OPRE, the Administration for Children and Families, or the U.S. Department of Health and Human Services.
Funding Information:
Funding for this research was provided by Grant 90YE0178 (PI: Barnett) from the Office of Planning, Research and Evaluation (OPRE) for Secondary Analysis of Data on Early Care and Education. The contents are solely the responsibility of the authors and do not necessarily represent the official views of OPRE, the Administration for Children and Families, or the U.S. Department of Health and Human Services.
Publisher Copyright:
© 2020 Elsevier Inc.
PY - 2020/10/1
Y1 - 2020/10/1
N2 - This study examined how practices used by early childhood education (ECE) providers to engage parents (e.g., sending home information about the child), parent school involvement in ECE centers (e.g., volunteering, attending meetings) and parent engagement in home learning activities (e.g., reading, stimulating cognitive development) were linked to children's kindergarten academic readiness. Data were from four-year-old children enrolled in center-based ECE settings in the Early Childhood Longitudinal Study – Birth Cohort (ECLS-B; N = 2250). Path analyses indicated that ECE parent engagement practices were linked to greater parent engagement in home and school settings. Further, ECE parent engagement practices were indirectly associated with kindergarten academic readiness through increases in the quantity of parent engagement in home learning activities. Connections between ECE and home engagement were strongest for families with low household incomes. These results suggest that facilitating ECE practices to promote parent engagement and increasing home learning activities may bolster children's school readiness.
AB - This study examined how practices used by early childhood education (ECE) providers to engage parents (e.g., sending home information about the child), parent school involvement in ECE centers (e.g., volunteering, attending meetings) and parent engagement in home learning activities (e.g., reading, stimulating cognitive development) were linked to children's kindergarten academic readiness. Data were from four-year-old children enrolled in center-based ECE settings in the Early Childhood Longitudinal Study – Birth Cohort (ECLS-B; N = 2250). Path analyses indicated that ECE parent engagement practices were linked to greater parent engagement in home and school settings. Further, ECE parent engagement practices were indirectly associated with kindergarten academic readiness through increases in the quantity of parent engagement in home learning activities. Connections between ECE and home engagement were strongest for families with low household incomes. These results suggest that facilitating ECE practices to promote parent engagement and increasing home learning activities may bolster children's school readiness.
KW - Early childhood education
KW - Home learning
KW - Parent engagement
KW - Preschool
KW - School involvement
KW - School readiness
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U2 - 10.1016/j.ecresq.2020.05.005
DO - 10.1016/j.ecresq.2020.05.005
M3 - Article
AN - SCOPUS:85085764452
SN - 0885-2006
VL - 53
SP - 260
EP - 273
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
ER -