Factors influencing kindergarten Families' perceptions of home–school interactions

IF 2.8 4区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Infant and Child Development Pub Date : 2024-09-02 DOI:10.1002/icd.2540
Judy Paulick, Alexa Quinn, Jessica Whittaker, Virginia Vitiello, Robert Pianta
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Abstract

The transition to and through kindergarten is consequential for the academic, social, and emotional wellbeing of children. Policies and practices are in place to smooth that transition. Researchers are working to understand which practices work best and for whom, particularly as the student population in U.S. schools continues to diversify. In this study, we analysed data from a large longitudinal study of racially, ethnically, and linguistically diverse families, children, and their teachers. We used multi‐level modelling to examine the factors associated with families' reports of strong home–school interactions at the transition to and through kindergarten on the Family Involvement Questionnaire. We found that children having attended preschool and lower class size were associated with family reports of strong interactions. Surprisingly, we also found that teacher–family language match, teachers' self‐efficacy for working with families, and teachers' beliefs about children were not significantly associated with families' reports of strong or weak interactions. This work has implications for family engagement policy and practice as children transition to and through kindergarten.
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影响幼儿园的因素 家庭对家校互动的看法
过渡到幼儿园以及从幼儿园过渡到幼儿园,对儿童的学业、社交和情感健康至关重要。为了顺利过渡,我们制定了各种政策和措施。研究人员正在努力了解哪些做法最有效,对哪些人最有效,尤其是在美国学校的学生人口不断多元化的情况下。在本研究中,我们分析了一项大型纵向研究的数据,研究对象是种族、民族和语言多元化的家庭、儿童及其教师。我们采用多层次建模的方法,研究了家庭在 "家庭参与问卷 "中报告的在幼儿园过渡阶段和整个幼儿园期间家庭与学校之间互动密切的相关因素。我们发现,上过学前班的孩子和班级人数较少与家庭报告的强烈互动有关。令人惊讶的是,我们还发现教师与家庭之间的语言匹配、教师与家庭合作的自我效能感以及教师对儿童的信念与家庭报告的互动强弱并无显著关联。这项研究对儿童过渡到幼儿园和完成幼儿园学业过程中的家庭参与政策和实践具有重要意义。
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来源期刊
Infant and Child Development
Infant and Child Development PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
2.90
自引率
9.10%
发文量
93
期刊介绍: Infant and Child Development publishes high quality empirical, theoretical and methodological papers addressing psychological development from the antenatal period through to adolescence. The journal brings together research on: - social and emotional development - perceptual and motor development - cognitive development - language development atypical development (including conduct problems, anxiety and depressive conditions, language impairments, autistic spectrum disorders, and attention-deficit/hyperactivity disorders)
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