scholarly journals KINDERGARTEN TEACHERS’ NOTIONS OF PARENT INVOLVEMENT AND PERCEIVED CHALLENGES

2019 ◽  
Vol 53 (3) ◽  
Author(s):  
Jane P. Preston ◽  
Mary M. MacPhee ◽  
Alaina Roach O’Keefe
Keyword(s):  
Socioeconomic Status ◽  
Parent Involvement ◽  
Prince Edward Island ◽  
Kindergarten Teachers ◽  
Language Abilities ◽  
School Policies ◽  
Written Responses ◽  
Survey Questions

We examine how kindergarten teachers on Prince Edward Island depict both parent involvement in school and its perceived challenges. Data consisted of written responses to two open-ended survey questions completed by 62 participants or 94% of the kindergarten teachers on PEI. Results showed that teachers recognized parent involvement in traditional forms. Barriers included lack of educator time and unproductive school policies. Extending from Epstein’s parent involvement model, if increasingly rich forms of parent involvement are to actualize, educators must be attuned to family vibrancy — the diverse gifts each family possesses; family vibrancy includes the belief that every parent, regardless of socioeconomic status, language abilities, ethnicity, religion, etc., can and does support his/her child’s education to the best of his/her ability.

scholarly journals Barnehager og høytidsmarkering En gjennomgang og diskusjon av begrunnelser knyttet til manglende markering av ikke-kristne høytider

Prismet ◽  
1970 ◽  
pp. 211-225
Author(s):  
Audun Toft ◽  
Kristine Toft Rosland
Keyword(s):  
Parent Involvement ◽  
Kindergarten Teachers ◽  
Personal Relationship ◽  
Personal Resources ◽  
Minority Children ◽  
Religious Minorities ◽  
Positive Identification ◽  
Religious Festivals ◽  
Migration Theory ◽  
Key Factor

This article is based on a 2010/2011 survey on religious festivals in kindergartens in the Norwegian region Helgeland. We discovered that only holidays of Christian origin were marked, despite it being a curricular requirement that kindergartens mark festivals from all religions represented among the children. In this article, we examine and discuss the reasons given. We find that kindergarten teachers are uneasy marking non-Christian festivals. In addition, they also claim that some parents of kindergarteners do not want their festivals marked. We apply migration theory in the discussion, and conclude that not marking the festivals of children from religious minorities is unfortunate for both minority and majority children. Minority children lose opportunities of positive identification and recognition. Majority children are precluded from learning about other religious festivals than their own and thereby from expanding their cultural repertoire. We also find that parent involvement is a key factor in succeeding in this area, as one of the main obstacles for our informants is the lack of personal relationship to the festivals. They lack the personal resources to give the children an authentic experience when it comes to non-Christian festivals.

scholarly journals Gesture Use in 14-Month-Old Toddlers With Hearing Loss and Their Mothers' Responses

2016 ◽  
Vol 25 (4) ◽  
pp. 519-531 ◽  
Author(s):  
Sophie E. Ambrose
Keyword(s):  
Socioeconomic Status ◽  
Hearing Loss ◽  
Spoken Language ◽  
Normal Hearing ◽  
Symbolic Language ◽  
Language Abilities ◽  
Matched Group ◽  
Maternal Responses ◽  
Child Gesture

Purpose This study examined the gesture use of 14-month-old toddlers with hearing loss (HL) and mothers' responses to children's early gesture use. Comparisons were made to symbolic language and to dyads in which the toddler had normal hearing (NH). Method Participants were 25 mother–toddler dyads in which the child had HL and a socioeconomic-status matched group of 23 mother–toddler dyads in which the child had NH. Thirty-minute mother–child interactions were video-recorded, transcribed for spoken language, sign, and gesture use, and coded for maternal responses to children's gestures. Mothers also reported on children's gestural and spoken language abilities. Results Toddlers with HL used gesture similarly to their peers with NH, but demonstrated delays in spoken language. Spoken language and gesture were not significantly related for either group. Hearing levels were related to spoken language, but not gesture for the HL group. Maternal and child gesture were only related for signing mothers. Mothers of children with HL were more likely than their counterparts to provide no response to children's gestures. Conclusion Although toddlers' gesture abilities remain intact in the presence of HL, mothers were not maximally responsive to those gestures and thus should be coached to increase their provision of contingent feedback.

Linking the Process and Outcomes of Parent Involvement Policy to the Parent Involvement Gap

2016 ◽  
Vol 55 (5) ◽  
pp. 699-729 ◽  
Author(s):  
Melissa J. Marschall ◽  
Paru R. Shah
Keyword(s):  
Parent Involvement ◽  
School Policies ◽  
Predominantly Black ◽  
Title 1 ◽  
Factors Associated ◽  
Teacher Attributes ◽  
Home Based ◽  
White Schools ◽  
And Training ◽  
Black And Latino

This study compares what schools are doing to engage parents and analyzes the efficacy of these initiatives across predominantly Black, Latino, and White schools. Using the National Center for Education Statistics’s (NCES) Schools and Staffing Surveys (SASS, 1999-2004), we specify a model that accounts both for factors associated with school policies and practices to engage parents in school- and home-based activities and the extent to which these policies affect parent involvement. Findings indicate that predominantly Black and Latino schools achieve significant gains in parent involvement as the number of policies in place to support and encourage participation increases, but that not all programs achieve the same results within or across racial contexts. Furthermore, we find leadership by minority principals, teacher attributes, responsibilities and training, as well as greater shares of Title 1 funding are positively and significantly related to school- and home-based policies across all three racial contexts.

Parent Involvement: Contributions of Teacher Efficacy, School Socioeconomic Status, and Other School Characteristics

1987 ◽  
Vol 24 (3) ◽  
pp. 417-435 ◽  
Author(s):  
Kathleen V. Hoover-Dempsey ◽  
Otto C. Bassler ◽  
Jane S. Brissie
Keyword(s):  
Socioeconomic Status ◽  
Parent Involvement ◽  
Teacher Efficacy ◽  
School Characteristics

scholarly journals Beyond Nuclear Families: Development of Inclusive Student Socioeconomic Status Survey Questions

2021 ◽  
Author(s):  
Ryan Whorton ◽  
Debby Almonte ◽  
Darby Steiger ◽  
Cynthia Robins ◽  
Christopher Gentile ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Nuclear Families ◽  
Survey Questions ◽  
Student Socioeconomic Status ◽  
Status Survey

The Home Environments of Young Blind Children

1994 ◽  
Vol 88 (1) ◽  
pp. 31-42 ◽  
Author(s):  
J. Dote-Kwan ◽  
M. Hughes
Keyword(s):  
Socioeconomic Status ◽  
Young Children ◽  
Home Environment ◽  
Positive Relationship ◽  
Visual Impairments ◽  
Pragmatic Language ◽  
Language Abilities ◽  
Home Environments ◽  
Blind Children ◽  
Children With Visual Impairments

The aim of this study was to identify specific aspects of the home environment related to the development of young children with visual impairments. The subjects of the study were 18 mothers and their legally blind children, aged 20–36 months, with no other handicapping conditions. The overall home environments were found to be consistently favorable, despite the differences in the parents’ socioeconomic status. However, they were not significantly related to any developmental scores except for the positive relationship between the emotional and verbal responsiveness of some mothers and the expressive pragmatic language abilities of their children.

Study on Allowed and Disallowed Areas of Parent Involvement Perceived by Kindergarten Teachers

2017 ◽  
Vol 21 (2) ◽  
pp. 135-156
Author(s):  
Ho Hyun Kim ◽  
Keyword(s):  
Parent Involvement ◽  
Kindergarten Teachers

Variations in the recruitment of syntactic knowledge contribute to SES differences in syntactic development

2016 ◽  
Vol 44 (4) ◽  
pp. 995-1009 ◽  
Author(s):  
KATHRYN A. LEECH ◽  
MEREDITH L. ROWE ◽  
YI TING HUANG
Keyword(s):  
Socioeconomic Status ◽  
Coarse Grained ◽  
Vocabulary Size ◽  
Language Abilities ◽  
Syntactic Knowledge ◽  
Syntactic Information ◽  
Syntactic Development ◽  
Standardized Measure ◽  
Children's Strategies ◽  
Ses Differences

ABSTRACTAverage differences in children's language abilities by socioeconomic status (SES) emerge early in development and predict academic achievement. Previous research has focused on coarse-grained outcome measures such as vocabulary size, but less is known about the extent to which SES differences exist in children's strategies for comprehension and learning. We measured children's (N = 98) comprehension of passive sentences to investigate whether SES differences are more pronounced in overall knowledge of the construction or in more specific abilities to process sentences during real-time interpretation. SES differences in comprehension emerged when syntactic revision of passives was necessary, and disappeared when the need to revise was removed. Further, syntactic revision but not knowledge of the passive best explained the association between SES and a standardized measure of syntactic development. These results demonstrate that SES differences in syntactic development may result from how children recruit syntactic information within sentences.

A mediational model of the association between socioeconomic status and three-year-old language abilities: the role of parenting factors

2004 ◽  
Vol 19 (4) ◽  
pp. 528-547 ◽  
Author(s):  
Tali Raviv ◽  
Maureen Kessenich ◽  
Frederick J. Morrison
Keyword(s):  
Socioeconomic Status ◽  
Language Abilities ◽  
Mediational Model

Parent Involvement, Socioeconomic Status and Reading Performance

2020 ◽  
pp. 1-16
Author(s):  
Simon Calmar Andersen ◽  
Maria Koch Gregersen ◽  
Helena Skyt Nielsen ◽  
Mette Kjærgaard Thomsen
Keyword(s):  
Socioeconomic Status ◽  
Parent Involvement ◽  
Reading Performance
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