Parent Engagement and School Readiness: Effects of the Getting Ready Intervention on Preschool Children's Social-Emotional Competencies

Research Findings: Parental engagement with children has been linked to a number of adaptive characteristics in preschool children, and relationships between families and professionals are an important contributor to school readiness. Furthermore, social-emotional competence is a key component of yo...

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Bibliographic Details
Published in:Early education and development 2010-01, Vol.21 (1), p.125-156
Main Authors: Sheridan, Susan M., Knoche, Lisa L., Edwards, Carolyn P., Bovaird, James A., Kupzyk, Kevin A.
Format: Article
Language:English
Subjects:
Age Differences
Anxiety
Attachment Behavior
Child Development
Competence
Disadvantaged Youth
Early Intervention
Emotional Development
Emotional Intelligence
Emotions
Head Start project
Interpersonal Relationship
Intervention
Low Income Groups
Mental health
Parent Child Relationship
Parent Participation
Preschool Children
Program Effectiveness
School Readiness
Social Development
Withdrawal (Psychology)
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Summary:Research Findings: Parental engagement with children has been linked to a number of adaptive characteristics in preschool children, and relationships between families and professionals are an important contributor to school readiness. Furthermore, social-emotional competence is a key component of young children's school readiness. This study reports the results of a randomized trial of a parent engagement intervention (Getting Ready) designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on social-emotional outcomes. Two hundred and twenty children were involved over the 4-year study period. Statistically significant differences were observed between treatment and control participants in the rate of change over a 2-year period on teacher reports for certain interpersonal competencies (i.e., attachment, initiative, and anxiety/withdrawal). In contrast, no statistically significant differences between groups over a 2-year period were noted for behavioral concerns (anger/aggression, self-control, or behavioral problems) as a function of the Getting Ready intervention. Practice or Policy: The intervention appears to be particularly effective at building social-emotional competencies beyond the effects experienced as a function of participation in Head Start programming alone. Limitations and implications for future research are reviewed.
ISSN:1040-9289
1556-6935
DOI:10.1080/10409280902783517