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

The research involved a prospective longitudinal study of the relationship of parent and peer support to gains over the school year in Head Start children's cognitive and social competence. Sixty three children enrolled in Head Start centers in a rural county in northern California participated in the study during the fall and spring of the school year. Parental involvement in school was predictive of gains in learning skills and classroom behavior, whereas mutual friendship predicted gains in social play and cooperative pretend play. Initial peer play skills were also predictive of later mutual friendship and peer preference, suggesting bi-directional influence between peer competence and peer social support.