Background

Strong connections between children’s teachers and their parents fosters their learning and development in early childhood and throughout their schooling. Developing strong connections in preschool may ease the transition to elementary school for children.

Objective

The goal of this study is to examine the initial implementation of the Kindergarten Transition Practices intervention, its impacts on parental engagement, and how these impacts varied by family race/ethnicity, maternal education, and children’s behavior problems.

Method

Children (N = 391) were randomly assigned to one of three groups: KTP-Classroom, where they received a classroom-level intervention; KTP-Plus, where they received both the classroom intervention and an additional home visiting component; or the business-as-usual control group. Transition Coordinators worked with both teachers and parents throughout the intervention to build connections between parents and their children’s teachers and schools.

Results

Results showed that the classroom intervention (KTP-Classroom) led to significantly higher levels of teacher-reported parent involvement and that, for Hispanic families, the classroom plus home visiting intervention (KTP-Plus) led to more positive teacher perceptions of parent involvement, parent-teacher relationships, and parent values.

Conclusions

These findings suggest that connection-focused models may be one way to enhance parental engagement during preschool.

中文翻译：

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教师对学龄前家长参与的看法：以联系为中心的干预的因果效应

背景

孩子们的老师和他们的父母之间的紧密联系促进了他们在幼儿期和整个学校的学习和发展。在学前班建立牢固的联系可以缓解儿童向小学的过渡。

客观的

本研究的目的是检查幼儿园过渡实践干预的初步实施、其对父母参与的影响，以及这些影响如何因家庭种族/民族、母亲教育和儿童行为问题而异。

方法

儿童（N = 391）被随机分配到三组之一：KTP-课堂，他们在那里接受课堂干预；KTP-Plus，他们接受了课堂干预和额外的家访；或一切照旧的控制组。过渡协调员在整个干预过程中与教师和家长合作，在家长与孩子的老师和学校之间建立联系。

结果

结果表明，课堂干预（KTP-课堂）显着提高了教师报告的家长参与水平，对于西班牙裔家庭，课堂加家访干预（KTP-Plus）导致教师对家长参与的更积极看法，家长与老师的关系，以及家长的价值观。

结论

这些发现表明，以联系为中心的模型可能是在学龄前加强父母参与的一种方式。