Parent Involvement in Preschool: Predictors and the Relation of Involvement to Preliteracy Development

Autor/inn/en	Arnold, David H.; Zeljo, Alexandra; Doctoroff, Greta L.; Ortiz, Camilo
Titel	Parent Involvement in Preschool: Predictors and the Relation of Involvement to Preliteracy Development
Quelle	In: School Psychology Review, 37 (2008) 1, S.74-90 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Parent Participation; Standardized Tests; Academic Achievement; Parent School Relationship; Depression (Psychology); Low Income Groups; Disabilities; Preschool Education; One Parent Family; Emergent Literacy; Socioeconomic Status + Suchen Sie Ihr Suchwort? Elternmitwirkung; Standadised tests; Standardisierter Test; Schulleistung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Handicap; Behinderung; Pre-school education; Vorschulerziehung; Single parent family; Ein-Eltern-Familie; Frühleseunterricht; Socio-economic status; Sozioökonomischer Status
Abstract	The present study examined the relation between parent involvement in preschool and children's preliteracy skills. It also examined socioeconomic status (SES), parent depression, and single-parent status as predictors of parent involvement. Participants were 163 preschool-aged children from mostly low-income families, their parents, and their teachers. Teachers rated parent involvement, and preliteracy skills were assessed with standardized tests. Greater parent involvement was associated with stronger preliteracy skills. SES was positively associated with involvement, although involvement still predicted preliteracy development controlling for SES. No significant relation was found between depression and parent involvement. Single-parent status was associated with less involvement, and data were consistent with single-parent status partially mediating the relation between SES and involvement. These findings extend work with older children, and provide a step toward understanding possible mechanisms in the relation between SES and parent involvement. (Contains 3 tables and 3 footnotes.) (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10