Marti Maria, Merz Emily C, Repka Kelsey R, Landers Cassie, Noble Kimberly G, Duch Helena
Heilbrunn Department of Population & Family Health, Mailman School of Public Health, Columbia University, New York City, NY, United States.
Neurocognition, Early Experience and Development Lab, Neuroscience & Education, Teachers College, Columbia University, New York City, NY, United States.
Front Psychol. 2018 May 31;9:759. doi: 10.3389/fpsyg.2018.00759. eCollection 2018.
The role of parent involvement in school readiness interventions is not well-understood. The Getting Ready for School (GRS) intervention is a novel program that has both home and school components and aims to improve early literacy, math, and self-regulatory skills in preschool children from socioeconomically disadvantaged families. In this study, we first examined associations between family characteristics and different indices of parent involvement in the GRS intervention. We then examined associations between parent involvement and change in children's school readiness skills over time. Participants were 133 preschool children attending Head Start and their parents who participated in the GRS intervention during the academic year 2014-2015. Parent involvement was operationalized as attendance to GRS events at the school, time spent at home doing GRS activities, and usage of digital program materials, which included a set of videos to support the implementation of parent-child activities at home. Although few family characteristics were significantly associated with parent involvement indices, there was a tendency for some markers of higher socioeconomic status to be linked with greater parent involvement. In addition, greater parent involvement in the GRS intervention was significantly associated with greater gains in children's early literacy, math, and self-regulatory skills. These findings suggest that parent involvement in comprehensive early interventions could be beneficial in terms of improving school readiness for preschoolers from disadvantaged families.
家长参与入学准备干预措施所起的作用尚未得到充分理解。“为上学做好准备”（GRS）干预措施是一项新颖的项目，它既有家庭部分也有学校部分，旨在提高社会经济弱势家庭学龄前儿童的早期读写能力、数学能力和自我调节技能。在本研究中，我们首先考察了家庭特征与家长参与GRS干预措施的不同指标之间的关联。然后，我们考察了家长参与度与儿童入学准备技能随时间变化之间的关联。研究参与者是133名参加“启智计划”的学龄前儿童及其家长，他们在2014 - 2015学年参与了GRS干预措施。家长参与度通过参加学校的GRS活动、在家进行GRS活动所花费的时间以及数字项目材料的使用情况来衡量，数字项目材料包括一组支持在家开展亲子活动的视频。尽管很少有家庭特征与家长参与度指标显著相关，但社会经济地位较高的一些指标往往与更高的家长参与度相关。此外，家长更多地参与GRS干预措施与儿童在早期读写能力、数学能力和自我调节技能方面的更大进步显著相关。这些发现表明，家长参与全面的早期干预措施可能有助于提高弱势家庭学龄前儿童的入学准备水平。
