Parent-school relationships and children's academic and social outcomes in public school pre-kindergarten.
Two dimensions of parent-school relationships, parental school involvement and parents' perceptions of teacher responsiveness to child/parent, were examined in state-funded pre-kindergarten classrooms in a large urban school district. Children's social and academic outcomes were individually assessed in the fall and spring. Hierarchical Linear Modeling analyses revealed that parental school involvement positively predicted children's social skills (d=.55) and mathematics skills (d=.36), and negatively predicted problem behaviors (d=.47). Perceived teacher responsiveness to child/parent was positively related to children's early reading (d=.43), and social skills (d=.43), and negatively to problem behaviors (d=.61). All analyses controlled for quality of teacher interaction with children in the classroom, parental home involvement, parental education level, and child race/ethnicity.
Powell
Douglas R
DR
Department of Child Development and Family Studies, 101 Gates Road, Purdue University, West Lafayette, IN 47907-2020, USA. powelld@purdue.edu
Son
Seung-Hee
SH
File
Nancy
N
San Juan
Robert R
RR
D000328:Adult; D002675:Child, Preschool; D004522:Educational Status; D005178:Faculty; D006801:Humans; D010287:Parent-Child Relations; D010290:Parents; D012574:Schools; D012919:Social Behavior; D012931:Social Environment