PARENT INVOLVEMENT IN EDUCATION AS A MODERATOR OF FAMILY AND NEIGHBORHOOD SOCIOECONOMIC CONTEXT ON SCHOOL READINESS AMONG YOUNG CHILDREN

2013 ◽  
Vol 41 (3) ◽  
pp. 265-276 ◽  
Author(s):  
Sharon Kingston ◽  
Keng Yen Huang ◽  
Esther Calzada ◽  
Spring Dawson-McClure ◽  
Laurie Brotman
Keyword(s):  
Parent Involvement ◽  
Young Children ◽  
School Readiness ◽  
Socioeconomic Context ◽  
Parent Involvement In Education

School Readiness of Young Children Enrolled in Preschool in the United States

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Elana R. Kriegel ◽  
Miriam R. Singer ◽  
Sarah A. Keim ◽  
Eli Rapoport ◽  
Andrew Adesman
Keyword(s):  
United States ◽  
Young Children ◽  
School Readiness ◽  
The United States

Involving Fathers in Head Start: A Framework for Public Policy and Program Development

1993 ◽  
Vol 74 (1) ◽  
pp. 4-21 ◽  
Author(s):  
James A. Levine
Keyword(s):  
Parent Involvement ◽  
Head Start ◽  
Young Children ◽  
Program Development ◽  
Human Services ◽  
Local Level ◽  
Relevant Literature ◽  
Health And Human Services ◽  
Department Of Health ◽  
Successful Program

Twenty-five years after the founding of Head Start, the nation's most politically successful program for young children has discovered men. The Department of Health and Human Services is using Head Start as the center' piece of its “male initiative” to increase the involvement of fathers and other males in the lives of young children. This review, synthesizing relevant literature on child development, parent involvement, and service delivery, offers a set of guidelines that policymakers can use to increase the likelihood that male initiatives at the national or local level will be politically as well as programmatically successful.

Perceptions of Some Priority Issues in Education among Rural Parents and Teachers

1986 ◽  
Vol 30 (1) ◽  
pp. 85-91 ◽  
Author(s):  
Alan D. Bowd ◽  
Colin R. Boylan
Keyword(s):  
Parent Involvement ◽  
Curriculum Development ◽  
Local Community ◽  
Social Role ◽  
Parent Participation ◽  
Community Characteristics ◽  
Employment Opportunities ◽  
Education And Employment ◽  
Rural Parents ◽  
Parent Involvement In Education

Eighty-nine teachers and fifty-nine active members of parent organizations associated with the teachers' schools were surveyed regarding their perceptions of significant issues in education. Issues were rated as high, medium or low priority and then rank-ordered separately for parents and teachers. Overall ranking for the two groups differed significantly. Ratings of issues bearing upon parent involvement in education and employment opportunities for students were more highly rated by parents than teachers. When ratings of most curriculum-related issues were compared for the two groups they were not found to differ significantly. The results were interpreted to reflect broad social role differences between parents and teachers as well as local community characteristics. Some implications for fostering parent participation in curriculum development were outlined.

Language Skills of Children With and Without Mathematics Difficulty

2021 ◽  
pp. 1-7
Author(s):  
Jason C. Chow ◽  
Caitlyn E. Majeika ◽  
Amanda W. Sheaffer
Keyword(s):  
Working Memory ◽  
Young Children ◽  
School Readiness ◽  
Language Skills ◽  
Mathematics Learning ◽  
Mathematics Performance ◽  
Second Grade ◽  
Language Performance ◽  
Language Measures ◽  
Mathematics Difficulty

Purpose Language is an important skill required for children to succeed in school. Higher language skills are associated with school readiness in young children and general mathematics performance. However, many students with mathematics difficulty (MD) may be more likely to present difficulties with language skills than their peers. The purpose of this report was to compare the language performance of children with and without MD. Method We compared child vocabulary, morphology, and syntax between first- and second-grade children ( N = 247) classified as with or without MD, controlling for child working memory. Results Children with MD ( n = 119) significantly underperformed compared with their peers ( n = 155) on all language measures. The largest difference between children with and without MD was in syntax. Conclusions Children with MD present poorer language skills than their peers, which aligns with previous research linking the importance of syntax with mathematics learning. More research is needed to better understand the complex links between language skills and mathematical development.

Recovery from stunting and cognitive outcomes in young children: evidence from the South African Birth to Twenty Cohort Study

2015 ◽  
Vol 7 (2) ◽  
pp. 163-171 ◽  
Author(s):  
D. Casale ◽  
C. Desmond
Keyword(s):  
Cohort Study ◽  
Cognitive Function ◽  
Young Children ◽  
School Readiness ◽  
Economic Status ◽  
Cognitive Outcomes ◽  
Early Years ◽  
Cognitive Tests ◽  
Data Set ◽  
Urban South

In this study we analyse the implications for cognitive function of recovery from stunting in early childhood. More specifically, we test whether children who met the definition for stunted at age 2, but not at age 5, perform better in cognitive tests than children who remain stunted over this period. The sample is drawn from the Birth to Twenty Cohort Study, a prospective data set of children born in 1990 in urban South Africa. The measure of cognitive function that we use is based on the Revised Denver Prescreening Developmental Questionnaire implemented when the children were age 5. We employ multivariate regression in the analysis to control for child-specific characteristics, socio-economic status, the home environment and caregiver inputs. We find that recovery from stunting is not uncommon among young children in our sample. However, children who recover from stunting by age 5 still perform significantly worse on cognitive tests than children who do not experience early malnutrition, and almost as poorly as children who remain stunted. These findings suggest that the timing of nutritional inputs in the early years is key in a child’s cognitive development, with implications for school readiness and achievement.

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