Academic socialization and the transition to kindergarten: Parental beliefs about school readiness and involvement

2019 ◽  
Vol 28 (6) ◽  
Author(s):  
Jaime Puccioni ◽  
Erin Ruth Baker ◽  
John Mark Froiland
Keyword(s):  
School Readiness ◽  
Parental Beliefs ◽  
Academic Socialization ◽  
Transition To Kindergarten

scholarly journals Parental Beliefs and Knowledge, Children’s Home Language Experiences, and School Readiness: The Dual Language Perspective

2021 ◽  
Vol 12 ◽  
Author(s):  
Rufan Luo ◽  
Lulu Song ◽  
Carla Villacis ◽  
Gloria Santiago-Bonilla
Keyword(s):  
School Readiness ◽  
Parent Education ◽  
Dual Language ◽  
Parental Beliefs ◽  
Sociocultural Factors ◽  
Language And Literacy ◽  
Literacy Activities ◽  
Children's Home ◽  
Readiness Skills ◽  
At Home

Parental beliefs and knowledge about child development affect how they construct children’s home learning experiences, which in turn impact children’s developmental outcomes. A rapidly growing population of dual language learners (DLLs) highlights the need for a better understanding of parents’ beliefs and knowledge about dual language development and practices to support DLLs. The current study examined the dual language beliefs and knowledge of parents of Spanish-English preschool DLLs (n = 32). We further asked how socioeconomic and sociocultural factors were associated with parental beliefs and knowledge, and how parental beliefs and knowledge related to DLLs’ home dual language experiences and school readiness skills as rated by their teachers. Results suggested both strengths and opportunities for growth in parental beliefs and knowledge. Moreover, parents from higher-SES backgrounds reported beliefs and knowledge that were more consistent with scientific evidence. Furthermore, parental beliefs and knowledge was positively related to relative Spanish input at home and negatively related to the frequency of English language and literacy activities. However, parental beliefs and knowledge were not associated with children’s dual language output at home or the frequency of Spanish language and literacy activities. Finally, parental beliefs and knowledge were associated with children’s school readiness skills in Spanish but not in English. Together, these findings highlight the need for culturally responsive interventions and parent education programs, which must recognize both the strengths and areas of improvement in parents of DLLs and support parents to transform knowledge into high-quality language and literacy experiences that benefit DLLs.

Bridging the Transition to Kindergarten: School Readiness Case Studies from California’s First 5 Initiative

2006 ◽  
Vol 11 (1) ◽  
pp. 41-56 ◽  
Author(s):  
Michael P. Bates ◽  
Alyce Mastrianni ◽  
Carole Mintzer ◽  
William Nicholas ◽  
Michael J. Furlong ◽  
...  
Keyword(s):  
School Readiness ◽  
Case Studies ◽  
Transition To Kindergarten

scholarly journals A Critical Investigation of Policy, Research, and Programs that Aim to Support Children’s Transition to Kindergarten in Quebec

2012 ◽  
Vol 37 (2) ◽  
pp. 19-28
Author(s):  
Joanne S. Lehrer
Keyword(s):  
School Readiness ◽  
Low Income ◽  
Formal Education ◽  
Mother Tongue ◽  
Policy Research ◽  
Neighbourhood Environment ◽  
Transition To Kindergarten ◽  
Policy Practice ◽  
Strength Based ◽  
The Difference

This article critically examines Quebec policy and programs related to children’s transition to kindergarten, with a particular focus on “hard to reach” families (Hong, 2009; Mapp et Hong, 2010): those that are low-income, have limited levels of formal education, are part of racialized groups, speak a mother tongue other than English or French, and/or are recent immigrants. A conceptual analysis of parent pedagogicalization (Popkewitz, 2003) and of the difference between the transition to school and school readiness is followed by a review of the literature on children from “hard to reach” families beginning school. Five themes are identified in the literature: socio-demographic characteristics and academic achievement, the neighbourhood environment, transition practices, parent perspectives, and classroom processes. The article concludes with implications for policy, practice, and further research in order to support children’s transition to kindergarten from a strength-based, as opposed to a deficit-oriented, perspective (Carr, 2001; Dahlberg, Moss & Pence, 2007; Swadener & Lubeck, 1995).

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