TY - JOUR
T1 - Parent engagement and school readiness
T2 - Effects of the getting ready intervention on preschool children's social-emotional competencies
AU - Sheridan, Susan M.
AU - Knoche, Lisa L.
AU - Edwards, Carolyn P.
AU - Bovaird, James A.
AU - Kupzyk, Kevin A.
N1 - Funding Information:
The development of this article was supported by a grant awarded to Drs. Susan Sheridan and Carolyn Pope Edwards by the U.S. Department of Health and Human Services National Institute of Child Health and Human Development, Administration for Children and Families, and Office of the Assistant Secretary for Planning and Evaluation; and by the U.S. Department of Education Office of Special Education and Rehabilitative Services (Grant 1R01H00436135). The opinions expressed herein are our own and do not reflect the views of the funding agencies. Special appreciation is extended to the families and teachers who participated, and to the Head Start agency administration, for their willingness to cooperate and learn with us throughout the project.
PY - 2010/1
Y1 - 2010/1
N2 - Research Findings: Parental engagement with children has been linked to a number of adaptive characteristics in preschool children, and relationships between families and professionals are an important contributor to school readiness. Furthermore, social-emotional competence is a key component of young children's school readiness. This study reports the results of a randomized trial of a parent engagement intervention (Getting Ready) designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on social-emotional outcomes. Two hundred and twenty children were involved over the 4-year study period. Statistically significant differences were observed between treatment and control participants in the rate of change over a 2-year period on teacher reports for certain interpersonal competencies (i.e., attachment, initiative, and anxiety/ withdrawal). In contrast, no statistically significant differences between groups over a 2-year period were noted for behavioral concerns (anger/aggression, selfcontrol, or behavioral problems) as a function of the Getting Ready intervention. Practice or Policy: The intervention appears to be particularly effective at building social-emotional competencies beyond the effects experienced as a function of participation in Head Start programming alone. Limitations and implications for future research are reviewed.
AB - Research Findings: Parental engagement with children has been linked to a number of adaptive characteristics in preschool children, and relationships between families and professionals are an important contributor to school readiness. Furthermore, social-emotional competence is a key component of young children's school readiness. This study reports the results of a randomized trial of a parent engagement intervention (Getting Ready) designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on social-emotional outcomes. Two hundred and twenty children were involved over the 4-year study period. Statistically significant differences were observed between treatment and control participants in the rate of change over a 2-year period on teacher reports for certain interpersonal competencies (i.e., attachment, initiative, and anxiety/ withdrawal). In contrast, no statistically significant differences between groups over a 2-year period were noted for behavioral concerns (anger/aggression, selfcontrol, or behavioral problems) as a function of the Getting Ready intervention. Practice or Policy: The intervention appears to be particularly effective at building social-emotional competencies beyond the effects experienced as a function of participation in Head Start programming alone. Limitations and implications for future research are reviewed.
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U2 - 10.1080/10409280902783517
DO - 10.1080/10409280902783517
M3 - Article
C2 - 24683299
AN - SCOPUS:76049102590
VL - 21
SP - 125
EP - 156
JO - Early Education and Development
JF - Early Education and Development
SN - 1040-9289
IS - 1
ER -