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.
Original language | English (US) |
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Pages (from-to) | 365-377 |
Number of pages | 13 |
Journal | Early Childhood Education Journal |
Volume | 48 |
Issue number | 3 |
DOIs | |
State | Published - May 1 2020 |
Keywords
- Home–school communication
- Parent engagement
- Parent involvement
- Pre-K to kindergarten transition
- Rural and urban schools
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology