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The Relations Between Parent–Educator Communication, the Home Environment, and Children's Outcomes in Preschool.

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Title: The Relations Between Parent–Educator Communication, the Home Environment, and Children's Outcomes in Preschool.
Authors: Paes, Tanya M.1,2 tanya.paes@stjude.org, Lin, Joyce3, Duncan, Robert1, Purpura, David J.1, Schmitt, Sara A.4
Source: Child & Youth Care Forum. Oct2024, Vol. 53 Issue 5, p1061-1079. 19p.
Subject Terms: *Parent-child relationships, *Educational outcomes, *Home environment, *Teachers, *Communication, *Child development, *Research methodology, *Learning strategies, *Literacy, *Comparative studies, *Child care, *Children, Mathematics, Questionnaires, Regression analysis
Abstract: Background: The literature suggests that educators can use parent–educator communication to support parents with engaging their children in home learning activities (Epstein, 1995; Hoover-Dempsey & Sandler, 1997). Objective: This study examines the relations between parent–educator communication and preschoolers' numeracy, literacy, executive function, and vocabulary, and explores if the home numeracy environment (HNE) and the home literacy environment (HLE) was a better predictor of children's outcomes than parent–educator communication. Method: Data for this study came from a larger quasi-experimental study evaluating a state-funded preschool program (n = 558). Regression models were run controlling for child's age, sex, race/ethnicity, family income, group, parental education, and baseline skill scores. Results: Analyses revealed a significant relation only between parent–educator communication and numeracy skills (β = − 0.14, p = < 0.001). Unexpectedly, more frequent parent–educator communication in preschool were related to lower numeracy skills. Additionally, there was a statistically significant association between all three predictors- parent-educator communication (β = − 0.15, p = < 0.001), the HNE (β = 0.14, p =.016), and the HLE (β = − 0.18, p =.004)- and children's numeracy skills. Specifically, more frequent parent–educator communication and higher HLE scores in preschool predicted lower numeracy skills. Additionally, the higher quality of the HNE predicted greater numeracy skills in the spring of preschool. Conclusion: There may be increased communication when the children are performing lower on their numeracy skills than their peers and teachers and parents are working to remediate those challenges. [ABSTRACT FROM AUTHOR]
Copyright of Child & Youth Care Forum is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: The Relations Between Parent–Educator Communication, the Home Environment, and Children&#39;s Outcomes in Preschool.
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  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Paes%2C+Tanya+M%2E%22&quot;&gt;Paes, Tanya M.&lt;/searchLink&gt;&lt;relatesTo&gt;1,2&lt;/relatesTo&gt;&lt;i&gt; tanya.paes@stjude.org&lt;/i&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Lin%2C+Joyce%22&quot;&gt;Lin, Joyce&lt;/searchLink&gt;&lt;relatesTo&gt;3&lt;/relatesTo&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Duncan%2C+Robert%22&quot;&gt;Duncan, Robert&lt;/searchLink&gt;&lt;relatesTo&gt;1&lt;/relatesTo&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Purpura%2C+David+J%2E%22&quot;&gt;Purpura, David J.&lt;/searchLink&gt;&lt;relatesTo&gt;1&lt;/relatesTo&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Schmitt%2C+Sara+A%2E%22&quot;&gt;Schmitt, Sara A.&lt;/searchLink&gt;&lt;relatesTo&gt;4&lt;/relatesTo&gt;
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  Data: Background: The literature suggests that educators can use parent–educator communication to support parents with engaging their children in home learning activities (Epstein, 1995; Hoover-Dempsey &amp; Sandler, 1997). Objective: This study examines the relations between parent–educator communication and preschoolers&#39; numeracy, literacy, executive function, and vocabulary, and explores if the home numeracy environment (HNE) and the home literacy environment (HLE) was a better predictor of children&#39;s outcomes than parent–educator communication. Method: Data for this study came from a larger quasi-experimental study evaluating a state-funded preschool program (n = 558). Regression models were run controlling for child&#39;s age, sex, race/ethnicity, family income, group, parental education, and baseline skill scores. Results: Analyses revealed a significant relation only between parent–educator communication and numeracy skills (β = − 0.14, p = &lt; 0.001). Unexpectedly, more frequent parent–educator communication in preschool were related to lower numeracy skills. Additionally, there was a statistically significant association between all three predictors- parent-educator communication (β = − 0.15, p = &lt; 0.001), the HNE (β = 0.14, p =.016), and the HLE (β = − 0.18, p =.004)- and children&#39;s numeracy skills. Specifically, more frequent parent–educator communication and higher HLE scores in preschool predicted lower numeracy skills. Additionally, the higher quality of the HNE predicted greater numeracy skills in the spring of preschool. Conclusion: There may be increased communication when the children are performing lower on their numeracy skills than their peers and teachers and parents are working to remediate those challenges. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Child &amp; Youth Care Forum is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10566-023-09785-2
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        Text: English
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      – SubjectFull: Parent-child relationships
        Type: general
      – SubjectFull: Educational outcomes
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      – SubjectFull: Home environment
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      – SubjectFull: Teachers
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      – SubjectFull: Communication
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      – SubjectFull: Child development
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      – SubjectFull: Research methodology
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      – SubjectFull: Literacy
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      – SubjectFull: Child care
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      – SubjectFull: Mathematics
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      – SubjectFull: Questionnaires
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      – SubjectFull: Regression analysis
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      – TitleFull: The Relations Between Parent–Educator Communication, the Home Environment, and Children's Outcomes in Preschool.
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              Text: Oct2024
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