Parent engagement and school readiness

Effects of the getting ready intervention on preschool children's social-emotional competencies

Research output: Contribution to journalArticle

75 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)125-156
Number of pages32
JournalEarly Education and Development
Volume21
Issue number1
DOIs
StatePublished - Jan 1 2010

Fingerprint

school readiness
Preschool Children
preschool child
parents
Professional-Family Relations
Anger
Vulnerable Populations
Aggression
anger
withdrawal
aggression
Anxiety
programming
anxiety
participation
teacher
Research
Group
Therapeutics

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

@article{7a22f5d61e2c4501957ed24f1827d4da,
title = "Parent engagement and school readiness: Effects of the getting ready intervention on preschool children's social-emotional competencies",
abstract = "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.",
author = "Sheridan, {Susan M} and Knoche, {Lisa L} and Edwards, {Carolyn P.} and Bovaird, {James A} and Kupzyk, {Kevin A}",
year = "2010",
month = "1",
day = "1",
doi = "10.1080/10409280902783517",
language = "English (US)",
volume = "21",
pages = "125--156",
journal = "Early Education and Development",
issn = "1040-9289",
publisher = "Routledge",
number = "1",

}

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

PY - 2010/1/1

Y1 - 2010/1/1

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.

UR - http://www.scopus.com/inward/record.url?scp=76049102590&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=76049102590&partnerID=8YFLogxK

U2 - 10.1080/10409280902783517

DO - 10.1080/10409280902783517

M3 - Article

VL - 21

SP - 125

EP - 156

JO - Early Education and Development

JF - Early Education and Development

SN - 1040-9289

IS - 1

ER -