Parent Teaching, Cumulative Instability and School Readiness for Children Attending Head Start Preschool
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| Title: | Parent Teaching, Cumulative Instability and School Readiness for Children Attending Head Start Preschool |
|---|---|
| Language: | English |
| Authors: | Kriebel, Dawn K., Brown, Eleanor D. |
| Source: | Early Child Development and Care. 2020 190(6):911-920. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Parent Participation, Parents as Teachers, School Readiness, Preschool Children, Disadvantaged Youth, Preschool Education, Predictor Variables, Poverty, Family Environment, Verbal Ability, Vocabulary, Intelligence Tests |
| Assessment and Survey Identifiers: | Bracken Basic Concept Scale, Peabody Picture Vocabulary Test |
| DOI: | 10.1080/03004430.2018.1501563 |
| ISSN: | 0300-4430 |
| Abstract: | This study investigated relations between parent teaching, cumulative instability/chaos and school readiness in a group of 130 children attending a Head Start preschool. Cumulative instability/chaos negatively predicted fall school readiness as well as spring school readiness. Parent teaching did not predict fall school readiness but did predict spring school readiness. Fall school readiness predicted spring school readiness, suggesting the possibility that this variable helped to carry the effect of cumulative instability/chaos, as measured in the fall of the preschool year, to spring school readiness. Fall school readiness mediated the relationship between fall cumulative instability and spring school readiness. Implications for intervention efforts are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1256946 |
| Database: | ERIC |
| Abstract: | This study investigated relations between parent teaching, cumulative instability/chaos and school readiness in a group of 130 children attending a Head Start preschool. Cumulative instability/chaos negatively predicted fall school readiness as well as spring school readiness. Parent teaching did not predict fall school readiness but did predict spring school readiness. Fall school readiness predicted spring school readiness, suggesting the possibility that this variable helped to carry the effect of cumulative instability/chaos, as measured in the fall of the preschool year, to spring school readiness. Fall school readiness mediated the relationship between fall cumulative instability and spring school readiness. Implications for intervention efforts are discussed. |
|---|---|
| ISSN: | 0300-4430 |
| DOI: | 10.1080/03004430.2018.1501563 |
